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Friday, November 18 • 4:20pm - 5:30pm
Social Identity and Leader Resilience in Challenging Contexts

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Participants:

“Playing in Different Ends of the Sandbox”: Social Identity and Relationships at Co-Located School Sites. Alice Huguet, Northwestern University

Urban districts today face a growing challenge: school site co-location. Co-locations often result in conflict, but there is also potential for positive, collaborative interschool relationships at shared sites. Through application of social identity theory in multiple case study analyses, I investigate interactions between schools at three co-located sites. Findings suggest identity plays a role in interschool relationships, and mediators such as superordinate identities, shared goals, and communicative leadership may improve interschool interactions.

A Stranger in a Strange Land: A School Principal in Transition. Amy Serafini, University of Texas at El Paso

Despite the significant challenges of serving as an instructional leader, many principals and school leaders enter educational leadership PhD and EdD programs to advance their professional knowledge, expand their careers, or change career tracks into academia. The purpose of this study is to explore how one female principal along the U.S.-Mexico border personally and professionally changed as a result of her engagement in an education doctorate program in educational leadership

Resilience and the Leader (How Conceptual Models on Resilience Help Me as an Educational Leader). Janet Ledesma, Andrews University

This paper will discuss how principals can be resilient in the midst of their complex roles. Through a thorough discussion on the conceptual frameworks and research models on resilience theory, the topic will be explored. Resilience is defined as the ability to bounce back from adversity, essential for the effective principal. The literature will demonstrate a direct relationship between the stress of the principalship and the ability to maintain resilience during prolonged contact with adversity.

“I’m Exhausted, it Never Stops”: Principals, Vulnerable Students, and Compassion Fatigue in Challenging School Contexts. David DeMatthews, Elena Izquierdo, Paul Carrola (University of Texas at El Paso)

The purpose of this study is to explore how principals interact with their most vulnerable students and whether or not these interactions cause emotional burnout and compassion fatigue. We use a qualitative multicase study approach to explore how four principals working in elementary schools situated in high poverty communities and serving a high proportion of English language learners along the U.S.-Mexico border support their most vulnerable students.

Leadership Fatigue and the Costs Associated With Turnaround School Reform Efforts. Katie Elizabeth Nuss, University of Louisville; Bradley W. Carpenter, University of Houston

The purpose of this study is to understand the resulting psychological, emotional, and professional fatigue associated with teaching and leading (Papastylianou et al., 2009) within the context of a PLA school. First, we highlight the emotional and physical demands of working in such schools by examining the lived experiences of teachers and leaders embedded in this context. Second, we use role theory to gain a theoretical understanding of practitioners’ conflicts, fatigue, and stress (Biddle, 1986).



Friday November 18, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

Attendees (3)