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.

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 Unpublished Doctoral Dissertation.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

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