Using multiple leadership frames to understand how two school principals are influencing teachers' practices and achievement of Hispanic English learners

Abstract

PurposeThis study explored principals’ leadership actions from three leadership frameworks, instructional, socio-cultural and cultural-psychological, to understand how each contributes to influencing teachers' work and learning opportunities for Hispanic English learners.Design/methodology/approachThe research was conducted as a case study, using multiple data sources, of two principals whose Hispanic students were successfully transitioning into English fluency.FindingsThe data indicated that each leadership approach contributed to teacher expertise and engagement with students. Principals acted in culturally responsive ways, focusing on both teacher and student strengths, and promoting a growth mindset culture.Research limitations/implicationsAlthough the study identified principal practices that supported teachers to more effectively educate Hispanic English learners, larger scale studies are needed to demonstrate a cause/effect relationship between actions and student learning.Practical implicationsStrengths-based and growth mindset leadership beliefs and skills, if cultivated, can effectively interact with instructional and socio-cultural leadership skills to build a robust learning environment that influences positive student outcomes.Originality/valueThis case study lays the conceptual groundwork for future studies involving more extensive samplings of schools and principals.