Socially Just Instructional Leadership in High-Need Schools: Perceptions and Practices in the Rural American South

• In Event: 14.015 - Building Capacity as Instructional Leaders

Abstract

In this qualitative case study, the researcher critically examined the instructional leadership practices of “High Need” school leaders using a framework of social justice. Multi layered exclusive and intensive fieldwork of the researcher included job shadowing and document analysis. Critical analysis of the participant’s narratives and researcher’s field notes revealed that these “High Need” school leaders demonstrated a commitment to the needs of transcended democratic leadership to demonstrate socially just practices in leading instruction. Various emergent themes related to the socially just practices in instructional leadership discussed.

Authors

• Chetanath Gautam, Delaware State University

• Anthony Walker, Tarrant County College

• Michael Wicker, Stephen F. Austin State University