Relevant Leadership for Black Children: Calling All Black Public School Principal Supervisors

Abstract

This qualitative study aimed to explore the approaches used by Black principal supervisors to professionally develop Black principals in public K–12 settings. Using a phenomenological approach and thematic analysis design, I examined the philosophy and strategies employed by 11 experienced Black principal supervisors in their work to assist Black principals in navigating the U.S. public school system and best ensure the success of their students and staff. Participants were recruited through professional organization networks and participated in virtual one-on-one interviews that were transcribed and analyzed to identify commonalities and challenges in the experiences of Black principal supervisors. Eight themes were identified and appear to be consistent with the literature on principal supervision in alignment with critical race theory and adaptive leadership, each of which helped to guide the study design. Results provide a blueprint for Black school leadership in a way that promotes excellence and transforms schools.