Enacting Social Justice Leadership Through Teacher Hiring

• Published in: The Urban review Vol. 50; no. 1; pp. 123 - 139
• Main Author: Laura, Crystal T.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.03.2018; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Administrative Principles; Community and Environmental Psychology; Cultural Differences; Education; Educational Administration; Educational Change; Educational Facilities Improvement; Educational Practices; Elementary Education; Elementary Schools; Equal Education; High Schools; Hiring; Hispanic Americans; Human Resources; Instructional Leadership; Leaders; Leadership; Leadership Effectiveness; Leadership Styles; Learning Experience; Multicultural Education; Organizational Objectives; Personnel Management; Personnel Policy; Personnel Selection; Principals; Professional Development Schools; Qualitative Research; Recruitment; School administration; School Culture; School Personnel; School Policy; School principals; Social Justice; Social Problems; Sociology; State Standards; Teacher Characteristics; Teacher Effectiveness; Teacher Leadership; Teacher Recruitment; Teacher Selection; Teachers; Principals; Social justice leadership; School personnel administration; Teacher hiring
• ISSN: 0042-0972; 1573-1960
• DOI: 10.1007/s11256-017-0432-y

Drawn from a compendium of multiple cases, this single-subject qualitative study offers a nuanced depiction of the ways school principals advocate for social justice through teacher hiring. The hiring experiences of one Hispanic female high school principal was used to explore: (a) the principal’s approach to school personnel administration to promote social justice, including the processes, policies, and practices regarding teacher recruitment and selection and (b) the meanings the principal attaches to this approach and its perceived impact.