Latina/o School Principals as Instructional Leaders

Autor/inn/en	Niño, Juan Manuel; Hernandez, Frank; Valle, Fernando; McPhetres, Jon
Titel	Latina/o School Principals as Instructional Leaders
Quelle	In: Association of Mexican American Educators Journal, 11 (2017) 1, S.4-22 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.11.325
Schlagwörter	Hispanic Americans; Principals; Instructional Leadership; Administrator Role; Cultural Influences; Administrator Responsibility; Barriers; Meetings; Discipline; Interpersonal Relationship; Planning; Administrator Characteristics; Women Administrators; Surveys; Essays; Likert Scales; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Cultural influence; Kultureinfluss; Meeting; Tagung; Disziplin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ablaufplanung; Planungsprozess; Weibliche Führungskraft; Survey; Umfrage; Befragung; Essay; Aufsatzunterricht; Likert-Skala
Abstract	Focusing on the fundamental purpose of schools as student learning, this exploratory study attempts to better understand the role of Latino principals' activities that are centered on the teaching and learning process. Specifically, the authors were interested in comparing the instructional leadership literature (what do instructional leaders do) and analyze the time and tasks that describe how Latino principals spend their time, and then compare these activities to Yosso's (2005) cultural wealth model. Findings from our study revealed how principals create structures to prioritize instructional time by focusing on the relational aspect of the profession. Top activities where Latina/o principals spend most of their time include 33% in classrooms, 25% connecting with students, 23% pushing paperwork, 18% planning, 16% in meetings, 15% teaching training, and 14% in professional development. Additionally, our study highlights barriers for Latino school leaders indicating activities to reduce their time in meetings, student discipline, paperwork, and teacher administrator discipline. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01