![]() ![]() ![]() What does culturally-relevant leadership mean for urban schools in early 21st century? As we grapple with this question, two pertinent bodies of literature come to mind. It also offers reflection on how and where the center of school–community relationships should be (i.e., school vs. Implications: This study has implications for how principals view their role, presence in, and relationship with the community. This led to improved academic outcomes for students. Consequently, parents who were previously hostile changed their relationship with school, and supported his or her handling of their children. Findings: The principal’s role as community leader-including high principal visibility in the community and advocacy for community causes-led to trust and rapport between school and community. Research Methodology: Ethnographic research methodology was conducted over a 2-year period, during which the researcher conducted participant observations, interviews, and descriptive and interpretive memoing. Comparisons are drawn between leadership behaviors that emphasize school-centered approaches and community-centered approaches. Purpose: This article examines the impact that a principal’s community-leadership has on school–community relations and student outcomes.
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