A growing body of research evaluates the effects of turnaround on chronically low-performing schools. We extend this research to formally test factors that either mediate or suppress the effects of two turnaround initiatives in Tennessee: the Achievement School District (ASD) and local Innovation Zones (iZones). Using difference-in-differences…

Reflective supervision is increasingly mandated in evidence-based infant and early childhood programs and is, therefore, experiencing rapid expansion across the United States. The growing interest in reflective supervision has led to new questions about how to train, support, and gauge the competency of supervisors who are supporting and educating…

The revisions to federal policy reflected in ESSA suggest that federal policy makers are acknowledging the growing research-base on principal effectiveness, and responding by shaping policy to create new opportunities for innovation and improvement in principal preparation and development. Principals, as multipliers of effective practice, are a…

The contestability of ideas is at the heart of a healthy academic institution. As a result, administrators face the challenge of making and implementing difficult decisions in an environment that is designed to explicitly create thoughtful discord. We argue that procedural fairness--explaining how and why important decisions are made--is an…

During the spring of 2020, a South Georgia school implemented distance learning due to COVID-19, with little administrative support for the teachers for online instruction. This quick transition may have impacted teachers' self-efficacy beliefs about teaching online. The purpose of this basic qualitative study was to explore middle school…

The aim of this study is to explore the role of K-12 school principals' self-efficacy as an attribute for their leadership effectiveness in Lebanon. The Norwegian principal self-efficacy scale (NPSES) instrument was translated into Arabic and used to collect quantitative data from participants. Internal consistency of factors within this study was…

This research change management strategies and administrative functions competence, used the ex post-facto research design of the survey method. The population of the study was made up of the 865 lecturers in the Delta State Colleges of Education in the 2015/2016 academic session. The study used the stratified random sampling technique to sample…

The art and success of being a competent school administrator relies in large part on the ability to make decisions that address problems effectively, equitably, and efficiently. Despite the importance of this skill, there is a dearth of psychometrically-sound, quantitative measures that focus on school-based administrators (i.e., principals and…

Given the increasing emphasis on student achievement in the public school setting the development of building leadership is vitally important. As a school-based factor, principal leadership is second in its impact only to the effects of the classroom teacher (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Darling-Hammond, Davis, LaPointe, and…

To accomplish the important work of diversifying the student body, staff, faculty and administrators in order to create a welcoming and inclusive culture, many institutions of higher education have installed an executive leader to serve as the organization's chief officer of diversity, with the objective of infusing diversity into the college or…

A set of schools located across the United States partnered with a federally funded inclusive schools systems approach to improving outcomes for "all" students--both general and special education students, including students with extensive support needs stemming from intellectual and developmental disabilities. Two years of data from the…

This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia's…

Successful schools have a clearly defined vision for student success, usually measured by college and career readiness standards. They are able to articulate success indicators for student performance as well as success indicators for the staff performance needed to meet those student indicators. Successful schools are able to describe a theory of…

This mixed-method study evaluates P-12 principals' and district officials' experiences during the COVID-19 pandemic amid the abrupt change to virtual leadership. Professional learning needs are identified in relation to the three domains of leadership as seen in literature: school management, instructional leadership, and program administration.…

The demand of providing adequate services for students with disabilities has evolved over the years requiring districts to provide free and appropriate public education in the least restrictive environment. As districts are held increasingly accountable for meeting these demands, the roles and responsibilities of the school principal has become…