Sociocultural Background Influences on Early Career Rural Educational Leaders: A Phenomenological Study of Appalachian Leadership

Autor/inn/en	Ramsey, Claire K. G.; Lowery, Charles L.
Titel	Sociocultural Background Influences on Early Career Rural Educational Leaders: A Phenomenological Study of Appalachian Leadership
Quelle	In: International Journal of Educational Leadership Preparation, 17 (2022) 1, S.131-148 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Principals; Administrator Characteristics; Social Influences; Cultural Influences; Leadership Styles; Self Concept; Social Justice; Culturally Relevant Education; Interpersonal Relationship; Rural Schools; Elementary Secondary Education; Administrator Attitudes; Ohio + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Sozialer Einfluss; Cultural influence; Kultureinfluss; Führungsstil; Selbstkonzept; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Effective school leaders develop the capacity to connect with their staff, students, and educational stakeholders to form bonds of respect and trust, and to foster a sense of efficacy in their practice and the practice of others. This phenomenological investigation aims to better understand how school principals interpret the influence of their sociocultural backgrounds and how they make meaning of their lived experiences as school leaders in relation to that influence. Using Interpretative Phenomenological Analysis, this qualitative study investigates how five rural school leaders consciously perceive and make making of the influence that their sociocultural backgrounds have on their leadership styles and strategies. Findings from this inquiry were organized into four thematic units: the advantages of being local, the context of the community in school-community relations, the leaders' "application of the school" with stakeholders, and the leaders' personal identities. Focusing on their lived experiences, participants provided insights into connections between their local identities as Appalachian leaders and their ability to relate to the diversity of stakeholders in their school communities. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01