Exploring Trust: Culturally Responsive and Positive School Leadership

Autor/inn/en	Banwo, Bodunrin O.; Khalifa, Muhammad; Seashore Louis, Karen
Titel	Exploring Trust: Culturally Responsive and Positive School Leadership
Quelle	In: Journal of Educational Administration, 60 (2022) 3, S.323-339 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banwo, Bodunrin O.) ORCID (Seashore Louis, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-03-2021-0065
Schlagwörter	Instructional Leadership; Culturally Relevant Education; Cultural Awareness; School Administration; Case Studies; Equal Education; School Districts; Leadership Styles; Organizational Change; Trust (Psychology); Professional Personnel; Ethics; Race; Disadvantaged; Politics of Education; Administrator Role; Public Schools + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Cultural identity; Kulturelle Identität; Case study; Fallstudie; Case Study; School district; Schulbezirk; Führungsstil; Organisationswandel; Personalbestand; Ethik; Rasse; Abstammung; Educational policy; Bildungspolitik; Public school; Öffentliche Schule
Abstract	Purpose: This article explores the connection between Culturally Responsive School Leadership (CRSL) and Positive School Leadership (PSL) and how both engage with a concept that deeply connects both leadership expressions -- trust. Design/methodology/approach: A multi-year, single site case study method examined a district-level equity leader, and her struggles and successes with promoting equity and positive culture throughout a large suburban district in the US. Findings Trust, established through regular interactions, allowed the district's leadership equity team to build positive relationships with building leaders. Trust was not only a mitigating factor on the relationships themselves, but also regulated the extent to which equitable practices were discussed and implemented in the district. Trust allowed conflicts to surface and be addressed that led to individual and organizational change. Research limitations/implications: The case highlights the importance of both CRSL and PSL principals, along with the idea of "soft power" in cultural change, to foster equity in schools. Established trust does not erase the difficulties of enacting CRSL/PSL, but allows the difficulties to be addressed. The authors found that dynamic, iterative, regular interactions over a long period reinforced trust allowed CRPSL to take root in the district. Originality/value: The authors use a single subject case to argue that the core of empirical work moving forward should draw on an integration of culturally responsive leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01