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.