Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

David Weintraub

Abstract

The problem in the current basic qualitative study was that elementary principals were challenged to implement a district-mandated educational equity policy. The purpose of this qualitative study was to explore elementary principals’ experiences implementing a district-mandated educational equity policy. The conceptual framework for this study was transformational leadership theory. This leadership theory was often used by leaders who focused on a collective purpose and held themselves accountable for initiating and sustaining positive social change. Three research questions addressed principals’ experiences and perceptions in their attempt to implement a district-mandated educational equity policy, as well as principals’ suggestions for continuous improvement with policy implementation. Data were collected through semistructured interviews with nine elementary principals. Analysis of the data consisted of in vivo and pattern coding to identify themes from the study. Themes were (a) principals had a lack of preparation, (b) principals cannot implement what they do not understand, (c) principals’ lack of accountability translates into complacency, (d) professional development is necessary and important, (e) principals need to prioritize leadership to achieve educational equity, (f) principals aspire for greater inclusion and diversity in the classroom, and (g) principals become visionary leaders. Recommendations included targeted professional development and implementing equity coursework within the principal pipeline. Positive social change may be achieved through the successful execution of the educational equity policy, resulting in all students accessing high-quality educational experiences and feeling like contributing members of their school community.

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