Understanding The Effectiveness of Preparation Programs For Black Male School Leaders
Male administrators of color are crucial role models and educators, significantly influencing students of color. However, only some males of color pursue and maintain principalship, especially in urban K-12 school districts. A component of this problem may be the nature and content of administrator preparation programs, which may not adequately prepare male administrators of color to be effective educational leaders for urban education. Guided by the social change leadership model, this study explored the perceptions of male school leaders of color regarding the effectiveness of administrator preparation programs for leading K-12 schools in urban areas. Ten male school administrators of color were engaged through an open-ended survey to understand the context, culture, conditions, and competencies associated with their roles as urban school leaders. The participants also discussed the strengths and drawbacks of their administrator preparation programs. Key findings of the study included the need for enhanced mentorship programs for male administrators of color, in conjunction with updated administrator course content related to urban education, social change, and social justice. A discussion of a comprehensive change plan addressing challenges highlighted by the participants is provided, addressing critical points related to context, culture, conditions, competencies, and the administrator preparation program. The study has numerous implications for practice, including recommendations for enhancing preparation for male administrators of color, which can significantly influence the academic and social success of minority students.
African American Male Leadership Prep, Educational Administration and Supervision
Networked Digital Library of Theses and Dissertations