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International Journal of Educational Leadership Preparation, v11 n1 May 2016

Literature of educational leadership often fails to represent the experiences of faith-based school leaders, particularly women. This study seeks to position the experiences of American Islamic school leaders in a larger context of educational leadership roles, responsibilities, and practices. This national, qualitative study utilized an Islamic and feminist methodology, prioritizing the constructed lived experiences and narratives of 13 women leading American Islamic schools. Through semi-structured interviews the participants described their leadership experiences and priorities, drawn from their daily tasks, professional expectations, and community relationships that impact the nature of their leadership. The findings indicate unique routes to school leadership, a multiplicity of assumed and assigned school roles, and overbearing relationships with their independent school boards. The participants described leadership practices consistent with the principles of collaborative leadership styles as seen in their interactions with other school administrators, staff and faculty, and community members. The results of this study contribute to a comprehensive description of faith-based school leadership which incorporates the lived realities of American Islamic school leaders.

Descriptors: Women Administrators, Females, Religious Education, Qualitative Research, Feminism, Semi Structured Interviews, Experience, Instructional Leadership, Administrator Responsibility, Administrator Role, Muslims, Islamic Culture, Islam, Career Development

NCPEA Publications. Web site: http://www.ncpeapublications.org





Autor: DeCuir, Amaarah

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1458&id=EJ1103599



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