| dc.description.abstract | This is a study of how organizations support the self-efficacy of Black female principals leading turnaround schools. Semi-structured interviews were conducted of Black female principals who currently lead or have lead turnaround schools with a focus on the following: (a) professional learning; (b) perceptions as a leader including the perceptions of supervisors, teachers, parents, students, and the greater school community; and (c) supports provided by the organization. The findings in this report couple the intrinsic (personal) motivations of Black female leaders constructed from their personal experiences and narratives with the extrinsic supports of the organizations that they work/worked in. The narratives of the Black female respondents were obtained solely through the interviews that were conducted. Based on themes that emerged from the interviews and research, recommendations are presented that organizations could implement to increase the support of Black female principals leading turnaround schools. Recommendations include a turnaround leader network within the organization, mentorship, targeted professional development and equity bias training while focusing on improved outcomes for turnaround schools. The goal of the recommended organizational support should align with and support the self-efficacy of Black female principals leading turnaround schools. | en_US |
