Principals’ perceptions from within: Leadership in high-need schools in the USA

• Published in: Management in education 2014-07, Vol.28 (3), p.91-96
• Main Authors: Medina, Venus, Martinez, Gloria, Murakami, Elizabeth T, Rodriguez, Mariela, Hernandez, Frank
• Format: Article
• Language: English
• Subjects: Administrator Attitudes; Definitions; Disadvantaged Schools; Economically Disadvantaged; Educational Practices; Hispanic Americans; Institutional Characteristics; Leadership Effectiveness; Leadership Role; Principals; Socioeconomic Influences
• ISSN: 0892-0206; 1741-9883
• DOI: 10.1177/0892020614537664

This study explores leadership in high-need schools where social and economic issues collide with learning, preventing students and their families from receiving the level of education they deserve. Two Latina principals in primary schools identified as high-need schools answer these questions: (a) “How can high-need schools be defined?”; (b) “Would a school inevitably be a high-need school in a high-need area?”; and (c) “In what ways do you see your leadership as influencing your specific school?” The views of these principals carry larger implications for the promotion of Latinos as the fastest-growing school-age group in the US. They defined their leadership as a moral craft, as one that prepares adults on campus to support families and students in urban high-need areas. At an international and cross-comparative level, considerations of socio-economic issues, and unaddressed academic, emotional, and physical issues, were regarded as needs to be met before focusing on students’ academic success.