The Future of Education

Edition 14

Accepted Abstracts

Leadership in Promoting Learning in Challenging Contexts: Concepts and Processes Recommended for Principal Preparation

Betty Alford, California State Polytechnic University, Pomona (United States)

Leilani Lafaurie, California State Polytechnic University, Pomona (United States)

Robert Hildalgo, California State Polytechnic University, Pomona (United States)


Throughout the 21st century, researchers associated with research networks, such as the International Successful School Principalship Project (ISSPP) and the International School Leadership Development Network (ISLDN) have conducted multiple case studies to understand beliefs, practices, policies, and processes that influenced positive results in challenging contexts. Increasingly, research studies have supported that while context may influence specific leadership actions, challenging contexts do not dictate results (Angelle & Morrison, 2021; Hallinger, 2016). As the world faced a pandemic of COVID 19, roles and responsibilities of K-12 educational leaders were impacted. This research study was designed to identify the vital practices and processes that twelve public school leaders in Southern California enacted to strengthen equitable and quality learning experiences and their recommendations for the preparation of future educational leaders. The twelve school leaders were purposefully selected as leaders with at least 5 years of experience who had served in high-need schools before, during, and after the pandemic. Data sources for this qualitative case study included focus group interviews, individual interviews, and document analysis. The research questions were: (1) How were your roles and responsibilities impacted during and post pandemic? (2) What are your recommendations of concepts and processes for the preparation of future educational leaders who will be prepared to lead in challenging times? Focus group and individual interview data were transcribed and coded to discern themes using open and axial coding (Creswell, 2015). Trustworthiness of the data was attained through triangulation of the data and member checking (Denzin & Lincoln, 2008). Changes in roles and responsibilities and recommendations for the preparation of educational leaders were identified. The findings have significance to the improvement of the preparation of educational leaders.


Educational leadership, Future Preparation, Roles and Responsibilities



[1] Angelle, P.S. & Morrison, M. (2021). Socially just school leadership: Ten years of         learning from each other. In B. Barnett & P. Woods (Eds). Educational             Leadership for Social Justice and Improving High-Needs Schools: Findings             from 10 Years   of International Collaboration. (pp. 31-50). Charlotte, NC:             Information Age.

(2) Creswell, J. W. (2015). Educational research: Planning, conducting, and             evaluating quantitative and qualitative research (5th ed.). Boston, MA:             Pearson Education.

(3) Denzin, N. K. & Lincoln, Y. S. (Eds.). (2008). Collecting and interpreting             qualitative materials. (3, 3rd ed.). Thousand Oaks, CA: SAGE.

(4) Hallinger, P. (2016). Bringing context out of the shadow. Educational             Management, Administration, and Leadership, 46(1), 5-24.



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