An Autoethnographic Approach To Fostering Equity And Empowerment For Students, Teachers, And Families Through Transformative Leadership And Reflective Practice
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Heather Melton Freeman (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
- Advisor
- Krista Terry
Abstract: Navigating the principalship, especially in high-poverty, rural school districts, is becoming increasingly difficult for school leaders. My dissertation reflects on my journey leading a high-poverty, rural school over a six-year period. Utilizing an autoethnographic approach, I reflect on key areas I explored and utilized to foster more equitable learning opportunities for all students by empowering the most valuable resource available in my school--teachers. Specifically, I detail how focusing on transformative leadership practices, understanding the impact of mindset on self-efficacy, and building communities of practice to foster collective efficacy resulted in improved student achievement and positive shifts in school culture in my school.
An Autoethnographic Approach To Fostering Equity And Empowerment For Students, Teachers, And Families Through Transformative Leadership And Reflective Practice
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Created on 7/27/2021
Views: 1204
Additional Information
- Publication
- Dissertation
- Freeman, H. (2021). An Autoethnographic Approach To Fostering Equity And Empowerment For Students, Teachers, And Families Through Transformative Leadership And Reflective Practice. Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
- Language: English
- Date: 2021
- Keywords
- Transformative Leadership,
Mindset and Self-Efficacy,
Collective Efficacy,
Communities of Practice,
Autoethnography