Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Kathleen Kingston

Abstract

African American male principals frequently are placed in low-achieving schools but provided limited support. The purpose of this basic qualitative study was to explore the perceptions of experienced African American principals regarding the support they receive to improve their instructional leadership skills as a way to improve student academic achievement. The social cognitive career theory and the transformative learning theory served as the conceptual framework for this basic qualitative study. The research questions for this study examined principals’ perceptions of how they were being supported, the challenges of getting support, and how their support could be improved. Nine experienced African American male principals working in urban school districts, with at least 5 years of experience as a principal were interviewed using semistructured, predetermined questions. The interviews were transcribed verbatim, followed by a coding process to conduct theme analysis. Five themes emerged: (a) individualized support and professional development, (b) coaching and mentorship, (c) professional collaboration, (d) navigating district systems and processes, and (e) specific issues in the urban school experience. Recommendations included conducting an in-depth investigation designed to identify the types of individualized support and style of coaching needed to improve the instructional leadership skills of African American male principals in urban school districts. This study may foster positive social change by providing the appropriate support to African American male principals in urban schools that could benefit males of color, particularly, in more significant ways than simply improving academic achievements.

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