An Examination of the Relationship between a Redesigned School Leadership Preparation Program and Graduates' Cultural Competence

Autor/inn/en	Barakat, Maysaa; Reyes-Guerra, Daniel; Stefanovic, Melanie; Shatara, Leila
Titel	An Examination of the Relationship between a Redesigned School Leadership Preparation Program and Graduates' Cultural Competence
Quelle	In: Leadership and Policy in Schools, 20 (2021) 1, S.21-40 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1833937
Schlagwörter	Cultural Awareness; Leadership Training; Educational Change; Social Justice; Masters Programs; Instructional Leadership; Certification; Educational Improvement; Equal Education; Student Diversity; Student Attitudes; Pretests Posttests; Teacher Attitudes; College Faculty; Transformative Learning; Outcomes of Education; College School Cooperation; Measures (Individuals) + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Führungslehre; Bildungsreform; Soziale Gerechtigkeit; Magister course; Magisterstudiengang; Instruction; Leadership; Bildung; Erziehung; Führung; Abschlusszeugnis; Zertifizierung; Teaching improvement; Unterrichtsentwicklung; Schülerverhalten; Lehrerverhalten; Fakultät; Pädagogische Transformation; Lernleistung; Schulerfolg; Messdaten
Abstract	Culturally competent leaders positively affect school environments which in turn fosters equitable learning. Educational leadership preparation programs bear the responsibility of preparing culturally competent school leaders. Few programs assess their graduate students' cultural competence and its development. Using the Cultural Competence for Educational Leaders (CCEL) instrument, this convergent triangulation mixed methods study examines change in cultural beliefs and motivation, cultural knowledge, cultural skills and the overall cultural competence of students after going through a redesigned combined Master's Degree and educational leadership certification program. Qualitative data were gathered through focus group interviews, an open-ended survey question, and program document analysis. Findings show statistically significant increases in graduates' cultural knowledge, beliefs and motivations, and skills. Changes were perceived to be influenced by the cohort model, culturally diverse and social-justice oriented adjunct-instructors, a required "Leadership for Social-Justice" course, and social-justice embedded throughout the program as a cross-curricular theme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01