Date of Award

Spring 6-10-2022

Document Type

Dissertation in Practice

Degree Name

Ed.D. in Educational Leadership and Policy Studies

Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Susan Korach

Second Advisor

Lolitta Tabron

Third Advisor

Kristina Hesbol

Fourth Advisor

Darlene Sampson

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Culturally responsive school leadership, Equity, Implicated advocate, Public schools, School leadership, School principal

Abstract

This study explores the racialized experiences of Black public-school principals who have served in and prematurely exited the school principal position. By implementing a phenomenological and qualitative approach this study seeks to understand the lived experiences of Black school principals that have resigned from an educational organization and/or principal position in American public schools. The study examines historical factors that contribute to Black school principals leaving educational spaces and utilizes online surveys, multiple rounds of one-on-one interviews, and coding to analyze and identify forces at play in the racialized experiences of Black school principals who exit their positions. Findings suggest that there are commonalities in the conditions, systems, and context that influence the decisions that Black school leaders make to exit their positions. The study concludes with recommendations for training, protocols, and an actionable framework with conditions and factors to support the retention and efficacy of Black school principals.

Copyright Date

6-2022

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Nickolas H. B. Dawkins

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

203 pgs

File Size

2.5 MB

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