High School Administrators' Strategies to Empower Teachers: A Qualitative Case Study
Date
2023-12-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The problem is high school administrators do not know successful strategies to help educators who work with opportunity students in charter schools in large, metropolitan cities in Southern California. The purpose of this instrumental case study was to understand more clearly how administrators can help educators who work with opportunity students in charter schools in large, metropolitan cities in Southern California. There is a gap in the literature regarding strategies employed by leaders of urban charter schools to help teachers work with opportunity students. The theoretical framework was CRSL and CRT. Fifteen administrators were chosen through purposive sampling to participate in focus groups and interviews if they had at least 2 years of leadership experience and worked in a network of non-profit charter schools serving opportunity students in large cities in Southern California. Reflexive thematic analysis was used to examine the data. The research questions in the study revolved around leaders’ strategies to empower teachers to work more effectively with opportunity students and the strategies teachers employed with the same students. Results of this study highlighted important strategies including building relationships, mitigating biases, vulnerability as a strategy, empowering teachers, eliminating deficit thinking, and the need for balancing empathy and high expectations to raise student achievement. Recommendations were made to further study the effectiveness of using CRSL and teaching trauma-informed practices with opportunity students.
Description
item.page.type
Other