Journal Article
30 October 2025
Current Issue
Volume 10, Issue 1 (2025)Read More
Featured Content
Journal Article
30 October 2025
Curriculum Beyond Constraint: Stakeholder Perspectives on Innovation and Autonomy in a Free School
Free schools in the UK, like international ones, were established to promote autonomy, innovation, and diversity in education. This case study explores how one such school in the South of England, leveraged these freedoms to co-construct a distinctive and socially just curriculum. Data collected through semi-structured interviews and focus groups with school leaders, teachers, trustees, and parents was analysed thematically and revealed how leadership, curriculum design, and the hidden curriculum intersect to support holistic development, equity, and community cohesion. Particular attention is paid to how extended opportunities in the arts, sport, and enrichment activities contribute to cultural capital and wellbeing. The findings reveal that shared leadership and inclusive governance structures have enabled sustained innovation, rooted in a clear values framework and strong parental engagement. Drawing on theoretical frameworks from Dewey, Freire, and Bourdieu, the study illustrates how autonomy, when combined with reflective, community-based practice, can produce meaningful and contextually relevant educational outcomes. The school exemplifies an approach to innovation that balances academic rigour with care, creativity, and stakeholder voices. The paper concludes by discussing implications for policy and practice, offering a conceptual model for inclusive curriculum leadership in the context of school reform.Current Articles
Journal Article30 October 2025
Mental Health Awareness for Teachers: A Review of the Literature
Mental health is a state of wellbeing in which an individual realizes their abilities and can cope with the normal stresses of life (Bohare & Tiwari, 2020). These individuals are productive in their work, life, and communities. These people can manage their mental health challenges which can range from high to low (MHFA, 2020). Research is showing a growing need for expanding mental health support in K-12 schools. Schools are in a unique position to address today’s mental health crisis among members of the education community. (Mcluckie et al., 2014; National Association of School Psychologists, 2015; Ormiston et al., 2021). In a study of 180 school teachers, nearly 50% scored about the threshold for depression and correlated their mental health to the demands of their job (Borrelli, et al, 2014). Poor mental health in educators is associated with high job demands and low support. Longitudinal research has indicated that educators struggle with burnout, alcohol consumption, and depressive symptoms (Schonfeld et al., 2017). Early intervention strategies and awareness education can prevent mental health symptoms from getting worse even before the individual needs to seek professional treatment (MHFA, 2020).Journal Article30 October 2025
Teacher Inexperience and Student Exclusionary Discipline Consequences at Texas Large-Size High Schools
In this statewide, multiyear investigation, the relationship between teacher inexperience levels and student discipline assignments into in-school suspension, out-of-school suspension, and DAEP at Texas high school campuses with an enrollment of 2,000 or more students was addressed. An analysis of each discipline placement was conducted for the 2016-2017, 2017-2018, and 2018-2019 school years. Statistical analyses revealed the presence of relationships between teacher inexperience and student disciplinary consequence assignments. Students were more likely to be assigned to an exclusionary discipline consequence when higher percentages of inexperienced teachers were present than when higher percentages of experienced teachers were present. Implications and recommendations for future research were made.Journal Article30 October 2025
Texas School Social Workers: Job Barriers, Supports, Satisfaction and Preparation Programs
A study examined the job barriers, supports, satisfaction, and preparation programs of Texas school social workers (TSSW). The study used a convergent parallel mixed method design to compare and discuss quantitative and qualitative data obtained through a survey emailed to 476 Texas school social workers. Data was gathered from 250 social workers. The findings highlight the need to better understand the role of TSSWs and improve university social work preparation programs. The implications of this study’s findings on TSSW work barriers and supports and preparation programs can create major improvements to the preparation, job definition, and work environment of TSSWs, and more importantly, the maximum success of all Texas students.Journal Article30 October 2025
Ethical Adoption of AI-based tools in Higher Education Institutions (HEIs)
This study emphasizes the importance of ethical and human-centered leadership in the adoption of AI-based Early Alert Systems (EAS) in higher education. It argues for leadership that is mindful of system-level risks and ethical considerations in utilizing AI tools for student retention and administrative efficiency. The research fills a gap by identifying key leadership skills, qualities, and responsibilities necessary for the ethical adoption of AI tools. Through qualitative analysis with the help of focus groups, the study highlights the need for supportive and authentic leadership that engages stakeholders ethically, addresses equity, inclusion, data privacy, and mitigates the psychological impacts of AI tools. The findings advocate for a holistic approach to technology leadership, highlighting continuous AI literacy training and the importance of maintaining human oversight in AI technologies’ evolving landscape, as well as emphasizing stakeholder engagement, awareness training, and the cultivation of an open and supportive technological environment. This work contributes to the discourse on technology leadership in higher education, underlining the role of leaders in navigating the complexities of AI tools’ adoption while aligning with institutional and educational values.Journal Article30 October 2025
Equity in Action: Transformative Leadership and Anti-Racist Praxis in Canadian K-12 Schools
This paper examines how Canadian K-12 schools, amidst growing diversity, have historically marginalized certain student groups, perpetuating inequities. It explores the roles of school principals in reversing these trends and creating inclusive, equitable, and safe environments for all. The paper uses two theoretical frameworks—Transformative Leadership theory and Anti-Racist theory—to guide principals in fostering inclusive school cultures. The synergies and distinctions between these frameworks are analyzed to advocate for an integrated approach. Together, these frameworks provide a comprehensive lens for school leadership. School leaders must engage in self-reflection, collaboration, and resilience to cultivate social justice-oriented school cultures. The integration of Transformative Leadership and Anti-Racist theory equips principals with the strategies needed to challenge inequities and foster inclusive environments. The paper contributes to the discourse on educational leadership by offering a dual-theoretical perspective demonstrating how these frameworks can complement each other to advance equity and inclusion in diverse school settings.Journal Article30 October 2025
Voices Unheard: The Paradox of Teacher Leaders in Educational Decision-Making
This phenomenological study explores how teacher leaders (TLs) perceive the impact and recognition of their voices within a high-performing suburban high school. Despite their pivotal role in shaping instruction and school culture, TLs often feel their insights are undervalued, particularly by district-level administrators. Through in-depth interviews with ten formal and informal TLs, the research reveals a disconnect between TL input and policy implementation, with on-campus administrators more receptive but limited in authority. Findings highlight the importance of collaborative leadership structures, professional capital, and authentic engagement to empower TLs. When TL voices are genuinely integrated into decision-making, schools experience improved teacher retention, student achievement, and innovation. The study calls for systemic shifts toward shared leadership and greater inclusion of TLs in educational reform to foster sustainable, responsive school improvement.Journal Article30 October 2025
The Emotional Labor of Care: Sustainability and Strain in Leading with Unconditional Positive Regard
Unconditional Positive Regard (UPR) is the capacity to honor the inherent worth of all persons, a practice increasingly applied to school leadership. While UPR fosters trust and dignity-based relationships, its sustained use within chronically under-resourced schools exacts a significant emotional toll. This study builds on prior research with Colorado school leaders who framed UPR as a “compass for relationships.” Using narrative inquiry with five leaders from the original cohort, this follow-up examined the emotional and psychological costs of leading with UPR. Findings revealed four themes: the weight of holding space, tensions between values and mandates, resilience through reflection, and boundary-setting as care. Leaders described compassion fatigue, moral dissonance, and burnout, but also identified reflective practices and boundary work as sustaining strategies. Implications highlight the need for leadership preparation, district supports, and policy frameworks that explicitly recognize and protect the emotional labor of humanizing leadership.Journal Article30 October 2025
Curriculum Beyond Constraint: Stakeholder Perspectives on Innovation and Autonomy in a Free School
Free schools in the UK, like international ones, were established to promote autonomy, innovation, and diversity in education. This case study explores how one such school in the South of England, leveraged these freedoms to co-construct a distinctive and socially just curriculum. Data collected through semi-structured interviews and focus groups with school leaders, teachers, trustees, and parents was analysed thematically and revealed how leadership, curriculum design, and the hidden curriculum intersect to support holistic development, equity, and community cohesion. Particular attention is paid to how extended opportunities in the arts, sport, and enrichment activities contribute to cultural capital and wellbeing. The findings reveal that shared leadership and inclusive governance structures have enabled sustained innovation, rooted in a clear values framework and strong parental engagement. Drawing on theoretical frameworks from Dewey, Freire, and Bourdieu, the study illustrates how autonomy, when combined with reflective, community-based practice, can produce meaningful and contextually relevant educational outcomes. The school exemplifies an approach to innovation that balances academic rigour with care, creativity, and stakeholder voices. The paper concludes by discussing implications for policy and practice, offering a conceptual model for inclusive curriculum leadership in the context of school reform.Journal Article29 October 2025
Journal of Educational Leadership in Action, Volume 10, Issue 1, Full Issue
Most Popular Articles
Journal Article
1 September 2020
Issues and Challenges Facing Supervision of Secondary Education in Nigeria in the 21st Century
Supervision of secondary education in the 21st century has raised deep concern among relevant stakeholders in educational industry as decline in the quality of education in the nation’s school system could be attributed to ineffective supervision. Thus, the paper examined issues and challenges associated with supervision of secondary education in the 21st century. The concept of supervision was examined taking into cognizance the basic principles, types, purpose and supervision process consecutively. Specifically, various models such as integrative model, discrimination model and systems approach model of supervision were used to justify the importance of supervision. Issues and challenges facing the supervision of secondary education in Nigeria in the 21st century were equally overviewed meticulously. Also, measures for effective supervision in Nigerian secondary schools were elucidated consecutively. In view of the theoretical approach employed to explain the challenges of supervision in Nigerian secondary schools, it was concluded that for efficiency and effectiveness to be accomplished in Nigerian secondary schools, synergy must be established between the internal and external mechanisms in educational context. It was recommended among others that educational supervision should be redefined and earnestly undertaken either by appointed supervisors from the ministry of education or school based supervisors, professional accountability, values and standard required of teachers and educational supervisors should be appropriately recognized, well-defined, practiced and sustained, timely appraisal of supervisors’ reports should be effectively addressed to ensure effective learning and promote students’ cognitive growth.Journal Article
1 March 2017
Classroom-Based, Teacher-Led Action Research as a Process for Enhancing Teaching and Learning
This paper examines the nature of classroom-based, teacher-led action research in schools. The process of action research is described, along with its potential applications and benefits—including, but not limited to, the empowerment of teachers and staff, and the support structure for a program of customizable professional development for educators. One school’s venture into school wide action research is presented and discussed, largely from the perspective of the building administrator. Both challenges and the successes are openly discussed. Finally, the authors make a case for the widespread and large-scale benefits associated with the implementation of an action research initiative in schools and districts.Journal Article
1 September 2020
Challenges of Remote Teaching for K-12 Teachers During COVID-19
During the Coronavirus disease pandemic (COVID-19) remote learning presented many new challenges for K-12 teachers, and likely presented unique challenges for different content areas and grade levels. To investigate this problem, a survey-based quantitative study was conducted. A total of 831 teachers in a midwestern state completed a survey on the challenges of remote teaching. Results found (1) areas expected to present challenges that did not, (2) challenges that surfaced for teachers regardless of the grade level or content they taught, and (3) challenges that were experienced differently by teachers within educational levels and/or content areas. Continued exploration of how districts and other agencies can help teachers implement remote teaching will be helpful for the short term, and perhaps the long term, as benefits of remote teaching are documented.Journal Article
1 September 2014
Our Grades Were Broken: Overcoming Barriers and Challenges to Implementing Standards-Based Grading
The purpose of this study was to describe the barriers and challenges school leaders face as they implement a standards-based grading (SBG) system. The researchers used a multiple case study methodology to investigate how key school leaders described their implementation journey at three schools that differed in size, demographics, and location. Purposeful sampling was used to identify key administrators at three different schools who were in the process of implementing a SBG system. Data were collected primarily via semi-structured interviews. In the analysis, researchers used three phases: horizontalization, thematizing, and textural-structural synthesis. Each of the three schools had very different implementation stories. Barriers in the process included: student information and grading systems, parents/community members, the tradition of grading and fear of the unknown, and the implementation dip. This study suggests that implementation of SBG must be purposeful and well communicated. That is, in order to enhance the likelihood of success, an intentional plan with a reasonable timeline, ongoing professional development and collaboration, and effective two-way communication about the purpose of grading is needed. Also maintaining A-through-F final grades—even as they simultaneously implement more progressive assessment and reporting strategies—is often seen as a necessary concession. Finally, the authors explicate SBG’s relationship to competency-based education and professional learning communities (PLCs).Journal Article
1 July 2024
Effective Leadership and Its Impact on the Educational Community
Background: In the contemporary era characterized by globalization and rapid technological advancement, education is a paramount force driving human progress, with academic performance as an essential metric for its efficacy. Researchers have diligently investigated various factors affecting academic performance, encompassing environmental and student-centered variables. Objective: This paper undertakes a distinctive exploration, directing attention to the nuanced impact of the principal's leadership on the overall performance of the educational community, including educators and students. Delving into factors beyond conventional metrics, such as the principal's leadership style, classroom size, teacher's salary, and faculty development and mentoring, the study unravels the complex dynamics that contribute to a comprehensive understanding of the way principal's leadership shaped the academic performance in this dynamic age of learning. Conclusion: In conclusion, the principal's indispensable role in shaping the educational community involves adapting diverse leadership styles as the situation demands. Their strategies, spanning educator recruitment, resource allocation, and positive relationship-building, profoundly impact the school environment, teaching effectiveness, learning outcomes, and student achievements.Journal Article
1 March 2018