Understanding and Developing the Knowledge, Skills, and Dispositions for Social Justice School Leadership in a Texas Charter School Network
Abstract
The Black-White achievement gap that prevails nationally is also a problem for Texas
Charter Academy. Factors contributing to this problem may include inadequate principal
development including knowledge, skills, and beliefs about the achievement gap. A review of
literature substantiates that high-performing schools generally have effective leaders and that
improving Black-student achievement requires social justice school leadership. Principals must
be adequately prepared for this type of leadership. The goal of this qualitative case study was to
develop a recommendation for an in-service principal professional development framework to be
utilized in Texas Charter Academy to ensure that principals are equipped with the knowledge,
skills, and dispositions required for social justice school leadership.
Many of the Texas Charter Academy principals who participated in this study articulated
strong knowledge of social justice issues in education. A moderate number shared that they
consistently utilize the practices and skills of effective social justice school leadership. Few,
however, gave narrative responses reflecting the three critical dispositions for effective social
justice school leadership. Texas Charter Academy could benefit from implementing a principal
professional development program for current and incoming principals focused on learning the
knowledge, skills, and dispositions to execute effective social justice school leadership, which
may accelerate Texas Charter’s Academy goal of closing the Black-White achievement gap.
Given the apparent discrepancy between knowledge and utilization of this knowledge to
implement effective skills and practices, a key initial focus should be on developing the
dispositions of social justice school leaders. Ensuring that Texas Charter Academy principals are
committed to social justice, have positive belief about the cultural community they serve, and are
passionate could affect their behaviors as school leaders.
Citation
Williams, Sharla Camille (2020). Understanding and Developing the Knowledge, Skills, and Dispositions for Social Justice School Leadership in a Texas Charter School Network. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /192365.