Leading for equity: how principals experience professional learning

Abstract

Purpose

This study examined how principals experienced professional learning that asked them to reflect on their own biases and beliefs, as well as to determine where there are systemic issues of inequity in their schools, and what they planned to do to address those challenges.

Design/methodology/approach

Through interviews, observations, and documents, the authors explored the building and sustaining of equity mindsets in education.

Findings

The authors analysis led to four overarching themes that collectively answered the research questions about how the principals learned individually and in concert with each other. The themes included the power of the personal journey and commitment, the importance of building a network of support, the benefit of practice-oriented activities that disrupt power structures and inequitable practices in schools, and sustainability.

Research limitations/implications

The study focused on a single institute and as such, findings are not generalizable, but may be transferable.

Practical implications

Schools and school districts may use the findings when designing professional learning, especially as it relates to leading with and for equity and in cross-district collaborations.

Originality/value

This contributes to the literature around concrete ways principals learn and reflect on enacting equity in schools.

Citation

Clayton, J. and Nganga, C. (2022), "Leading for equity: how principals experience professional learning", Journal of Educational Administration, Vol. 60 No. 6, pp. 614-627. https://doi.org/10.1108/JEA-01-2022-0011