Running head: ANNOTATED BIBLIOGRAPHY – PUBLIC SCHOOL MANAGEMENT
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Leadership within Public School Management
Raul Saez
Liberty University
BMAL 501
Author Note
Raul Saez Jr.
I have no known conflict of interest to disclose. Correspondence concerning this article should
be addressed to Raul Saez Jr.
Email: rsaez@liberty.edu
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Abstract
The following annotated bibliography will address each reference and how the reference is
relevant to the topic leadership as it relates to public education. Public school management will
be analyzed by exploring the several different aspects related to the functions of leadership.
There are 16 peer reviewed articles that will examine the different style concepts and concepts of
leadership. Addressing both the importance the nature of the basic concepts of leadership, they
will also discuss the bias associated with race and gender as it relates to leadership styles and
ability. Insight regarding types of leadership models and how specific individuals employ the
concepts regarding the functions of leadership. The referenced sources will serve as a guide to
understanding various leadership shortfalls and provide a brief summary regarding issues
surrounding public school management. It will also state how the articles can be utilized in the
literature review on of the functions of leadership within public school management. The
annotated bibliography provided is strictly composed of peer reviewed journal articles from the
Liberty University online library database.
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Bass, L. R. (2020). Black Male Leaders Care Too: An Introduction to Black Masculine Caring in
Educational Leadership. Educational Administration Quarterly, 56(3), 353–395.
https://doi.org/10.1177/0013161X19840402
The study reviews the leadership of African American males in leadership roles in public
school settings. This study also reminds readers of the importance of compassion for
students and discusses the caring styles of Black males in Leadership roles. The study
did not support the often stereotype regarding Black Male leadership. Black male leaders
were found to be compassionate and were concerned about the perception of not being
caring. They often view themselves as father figures and strongly identify with a sense of
spirituality, but also consider their actions in the sense of “tough love”. The core aspect of
the research found that Black men have the capacity to care, and often care deeply. Black
male leaders aptitude for compassion tends to relate to their experience as Black Men.
Black men are influenced by their culture and is often.
Brower, R, Schwartz, R & Jones, T (2019) ‘Is it because I’m a woman?’ Gender-based
attributional ambiguity in higher education administration, Gender and
Education, 31:1, 117- 135, DOI: 10.1080/09540253.2017.1324131
The author examines gender-based attributional ambiguity regarding education
administrators in the US. Attributional ambiguity involves situations in which members
of underrepresented groups cannot determine whether interactions both negative and
positive have occurred because of their minority status or for some unrelated yet
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plausible reason. The cause of attributional ambiguity is fundamental to education
administration were studied, to include the aspects of gender roles, the culture of
academia, and leaders’ minimization of discriminatory experiences. Attributional
ambiguity that is related to the fact that women are underrepresented in leadership
positions within education.
Brown, F. (2015). African Americans and School Leadership: An Introduction. Educational
Administration Quarterly, 41(4), 585–590. https://doi.org/10.1177/0013161X04274270
This article researches the public sector of education in a political system the involves
racial, cultural, ethnically diverse society. These factors argue that such diverse education
should also be reflected in the school leaders. The author determined that while many
ethic cultures live in single race communities and attend single race public schools that
are lead individuals of a different race. The study is centralized around the African
American communities. The study discusses how society needs to broaden the theory of
leadership to include the views of African American scholars and educators to improve
leadership programs.
Buka, A. M., Matiwane-Mcengwa, N., & Molepo, M. (2017). Sustaining good management
practices in public schools: Decolonising principals' minds for effective
schools. Perspectives in Education, 35(2), 99-111. doi:
http://dx.doi.org.ezproxy.liberty.edu/10.18820/2519593X/pie.v35i2.8
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The authors of the article work in the fields of professional development for both teacher
and administrators and while their research is conducted in South Africa it provides
relevance to public school management around the world. In the mindset of teachers and
principals the perspective of change the methodology of education as a whole. This study
reports on the reasonable hypothesis that was concluded on a single public-school district
in the Eastern Cape of South Africa. Additional findings portray that some school
principals enjoyed being “the boss” and subsequently displayed unprofessional conduct.
This conduct included nepotism, corruption and several forms of absenteeism.
Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: The Albert
Shanker Institute. https://eric.ed.gov/?id=ED546618
The author explores the problems with the structure and leadership of public education,
while discussing the dangers of public funding for private schools. This study displays
the successful efforts of districts that are run by excellent administrators who are making
it possible for teachers and staff to provide exceptional instruction.
Generett, G. G., & Welch, O. M. (2018). Transformative Leadership: Lessons Learned Through
Intergenerational Dialogue. Urban Education, 53(9), 1102–1125.
https://doi.org/10.1177/0042085917706598
This article designed to provide information on an intergenerational leadership process
experienced by two African American women. This is more of a leadership story centered
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in a School of Education in higher education. The author discusses the challenges that a
School’s Dean with several years of experience faces. The inspiration and impact of the
intergenerational dialogues is considered a necessary depiction to better understand
leadership in education.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational
Management Administration & Leadership, 46(1), 5–24.
https://doi.org/10.1177/1741143216670652
School performance is directly related to the performance of school leadership. There is
growing perception that common set of leadership standards which are required to in
order to meet specific standards for schools. Despite those statements there is not
qualitative research that has proven that theory. This study challenges that mindset.
Exploring serval types of school contexts and how they have shaped school leadership.
Liang, J, Sottile, J & Peters, A (2018) Understanding Asian American women's pathways to
school leadership, Gender and Education, 30:5, 623-
641, DOI: 10.1080/09540253.2016.1265645
The number of Asian American women who work as administrators in the public schools
is very low. The focus of this study is to understand the path and trajectory of women in
the field of school leadership. More often than not women have to negotiate gender and
racial bias while attempting to reach a position within school leadership. In most c ases
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women have to be in the educational field for more than 15 years before they are given
the opportunity to work in school leadership. Due to lack of mentorship or positive
leadership women had much less career mobility opportunies than their male
counterparts.
Martinez, M. A., Rivera, M., & Marquez, J. (2020). Learning From the Experiences and
Development of Latina School Leaders. Educational Administration Quarterly, 56(3),
472–498.https://doi.org/10.1177/0013161X19866491
With the rise of the Latin student population in the United States and the urgency to meet
the needs of this diverse community, there has been an increased concern and interest in
preparing more Latin educators and school leaders. This study contributes to this
knowledge base by centering the voices and experiences of four Latina school leaders in
the United States. At the time of this study all participants were current or former school
principals and/or assistant principals.
Kownacki, A, Barker, B & Arghode, V (2020) A grounded theory approach for exploring shared
leadership: evidence from urban primary schools in Pennsylvania, International Journal
of Leadership in Education,DOI: 10.1080/13603124.2020.1804622
It was once believed that shared leadership between school principals and the teacher was
the best way to enhance student achievement. Using this theory research was conducted
to examine this theory through the perception regarding federal and state mandates. The
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research discovered that teachers are interested in a shared role within the leadership, but
the pressure surrounding mandated testing, lack of autonomy, and aversion to
accountability teachers would rather not participate in the leadership of the school.
Teacher and principals do not normally agree on several aspects of what is best for
students. Teachers feel the mandate for state testing hampers their ability to make
instructional decisions. Understanding the connection of the federal and state mandates as
it relates to sharing leadership, responsibility and accountability of what is best for the
student will assist policy makers in making the decisions that will help students succeed.
Kim, T. (2020). Becoming skillful leaders: American school principals’ transformative learning.
Educational Management Administration & Leadership, 48(2), 353–378.
https://doi.org/10.1177/1741143218802596
The author of this study examines how a school principal’s experience with
transformative leadership as it relates to the leadership development and how it
influences others. Transformative learning is a vital part of being a school leader. This
leads to positive experiences that guide leadership practices. Research revealed that
transformative leading created strong foundations for school principals within leadership
strategies by changing and broadening the views of those around them. The results
suggest that school leadership’s education opportunities should provide them with the
options to explore several different aspects of learning and how relationships and school
contexts guide leadership decisions.
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Koskei, J. K., Sang, C., & Ngeno, V. (2020). Relationship Between Head Teachers’ Leadership
Competencies an Effective School Management in Public Primary Schools in Narok
County, Kenya Global Journal of Educational Research, 19(1), 21-38. doi:
http://dx.doi.org.ezproxy.liberty.edu/10.4314/gjedr.v19i1.6
The authors of this article are senior advisors in the Department of Education for Kenya,
their finds are relevant to US public schools. The challenges associated with school
management effectiveness in Kenya public school are high even though these school are
well funded. The authors studied the influences of the head teachers’ leadership
competencies and their school leadership abilities. The study examined the competencies
of the head teacher’s effects on both student and staff discipline. The study examined
their lack of effectiveness as it relates to the influence the learning environment, safety
and security, and general school organization.
Longman, K. A. (2018). Perspectives on Women’s higher education leadership from around the
world. Administrative Sciences, 8(3) doi:
http://dx.doi.org.ezproxy.liberty.edu/10.3390/admsci8030035
Within the US context, the non-profit organization Catalyst has annually tracked the
percentage of women within the S&P 500 corporations. Catalyst reported that only 5% of
CEOs within these companies were women. Additionally, women only made up 26% of
executive level leadership roles and even less served on cooperate boards. Research also
indicated a similar gender disparity within leadership roles within public college and
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university leadership. The need for participation of women within leadership roles in
postsecondary educational facilities is vital for both wise-decision making and for several
other operational and financial positions.
Leithwood, Kenneth; Seashore, Karen; Anderson, Stephen; Wahlstrom, Kyla; Center for Applied
Research and Educational Improvement. (2004). Review of Research: How Leadership
Influences Student Learning. University of Minnesota, Center for Applied Research and
Educational Improvement. Retrieved from the University of Minnesota Digital
Conservancy, http://hdl.handle.net/11299/2035.
This study examines three basic concepts. How does school leadership matter? How
important are the effects of leadership promoting the learning environment? What are the
essential components so successful school leadership? The research revealed that nature
of the leadership at all levels within the educational system and how those practices
influence the behaviors of teacher and ultimately the students.
Myran, S., & Sutherland, I. (2019). Defining Learning in Educational Leadership: Reframing the
Narrative. Educational Administration Quarterly, 55(4), 657–696.
https://doi.org/10.1177/0013161X18809338
The author of this article is attempting to reframe the field narrative round the aspects of
learning. Describing the aspects of school leadership that are tied to a specific concept of
management that are clearly absent of a definition of learning and offer a progressive
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shift that promotes the concept of reframing. The study finds that school leadership has
no tangible or valid operational definition of what learning is. Having no true definition,
the leadership has not provided their teachers with a clear path of reaching the
predetermined goals. There is need for emphasis on the concept that learning is
dependent on the dynamic and thoughtful concepts of learning put in place by the school.
The viewpoints, behaviors and individual learning characteristics are found within
complex social contexts that shape learning.
Townsend, C. V. (2020). Identity politics: Why African American women are missing in
administrative leadership in public higher education. Educational Management
Administration & Leadership. https://doi.org/10.1177/1741143220935455
African American women are underrepresented in leadership positions at institutions of
higher education. The author studies the situations surrounding the retention of Black
women administrators at Predominantly White Institutions. The author explores the
experiences of African American administrators at public institution. The participants
discuss their leadership roles and the effects of microaggressions on their retention as
administrators.
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Functions of Leadership within Public School Management Outline
I. Introduction
a. In public school management setting, there are several concepts of leadership that
are prevalent, but not all employed concepts work to the advantage of the school.
Successful school districts can struggle with finding the right leaders to manage
their school. Additionally, there is several forms of bias that widespread in public
school leadership. Both racial and gender bias leaves schools lacking proper
leadership need to guide schools accordingly. As open systems, schools in a
racially diverse society will require leaders and models of leadership that will
address the racial, cultural, and ethnic makeup of the school community. A focus
on diversity is particularly important in educational leadership given the rapidly
increasing number of students of color in PK (prekindergarten)-12 schools
(Brown, 2015).
b. Concepts of leadership the styles and the models of leadership all affect employee
performance and productivity. Effective leaders influence their followers in such
ways that they achieve those desired goals. This is even more present in the
educational leadership. The ability to guide educators to the desired goal requires
a highly structured plan and a leader who has a positive relationship with their
employees. Although most school principals have teaching experience and
specific qualifications for leadership roles, a school principal needs to undertake
multifaceted tasks and practice ethical decision making (Kim, 2020).
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II. Public School Leadership concepts.
a. Public schools employ several concepts in leadership from transformative style of
leadership to a shared leadership concept. In organizational sectors as different as
schools and the military, and in national cultures as different as The Netherlands,
Canada, Hong Kong and the United States, there is compelling evidence of a
common core of practices that any successful leader calls on, as needed. Many of
these practices are common to different models of leadership, as well. These
practices can be thought of as the “basics” of successful leadership. Rarely are
such practices sufficient for leaders aiming to significantly improve student
learning in their schools (Leithwood et al, 2004, pg 8).
b. Transformative leaders motivate their followers to achieve greater results then are
generally expected. The idea that all leaders will use both transformative and
transactional leadership to a certain extent, but the most effective leaders regularly
use a transformational leadership style. Transformative learning theory offers
explanations with regard to how school principals’ experiences can be linked to
meaningful leadership development that yields actual changes in practices and
perceptions (Kim, 2020).
c. A basic concept of shared educational leadership is becoming more commonly
used in public school systems. The concept uses a concept that both teachers and
principals share the responsibility of managing the student’s educational needs.
There are mixed opinions regarding its effectiveness and teachers and principals
have differing reactions to the concept. The shared experiences can be vital in
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removing the barriers to allow everyone to share the best practices and articulate
the gap for further improvements (Kownacki et al, 2020) .
d. Educational leadership is designed to influence certain behaviors and actions from
both teachers and students. The theory that educational leadership will directly
affect the learning process and the ability for students to achieve greater success.
Mostly leaders contribute to student learning indirectly, through their influence on
other people or features of their organizations (Leithwood et al, 2004, pg 13).
III. Flaws in Public School Management.
a. The concept of reframing our educational leadership system is the idea of
refocusing the views on learning. Changing the perspective of the leadership and
redefining the educational leadership back to its core purpose, which is learning.
Our synthesis of the learning sciences literature identifies two interrelated
concepts about learning. First, that learning is dependent on the active and
deliberate agency of the learner, along with a host of introspective outlooks and
behaviors, and second, that this agency is situated within complex and dynamic
social contexts that serve to mediate, shape, or constrain the construction and co-
construction of knowledge (Myran, & Sutherland, 2019).
b. Poor management and leadership can be common among regular businesses, but
when it occurs within educational leadership the poor performance can lead to
poor performance by both teachers and students. The head teacher (principal) is
considered the most vital and compelling individual in each school. It is his
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administration that decides the quality of the school, the atmosphere of learning,
the dimension of refined methodology, the educator's assurance and the level of
anxiety for students’ results (Koskei & et al, 2020). Good management and
leadership styles are regularly compared to the effectiveness and the quality of
education of both teachers and students.
c. Teacher are commonly reluctant to take promotions to administrator positions
even if they are more than qualified for the position. This apprehension comes due
to several perceptions of the position. The perception of the being a school
administrator has an all-consuming nature, sometimes referred to a never-ending
job. Additionally, some school leaders complain of lack of support from both
teachers, supervisors and school boards. In an attempt to sustain or foster a
teaching and learning culture, teachers are exposed to certain unwanted internal or
external environmental challenges, which hamper their abilities and result in the
development of feelings of exhaustion and strain or even frustration (Buka, & et
al, 2017).
IV. Gender and Racial Bias in Public School Management.
a. The establishment of the school administrator profession strengthened the
gendered norms division between teacher and school leaders. Historically the
ideal school principal was white heterosexual male who was normally place into
supervisory positions over a work force that was based largely of women. Without
regard for his abilities or qualifications, normally a man would be selected to the
position. in the twenty first century teaching has been thought of a female
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profession, that has not always been the case, before the end of the eighteenth
century only men were educators. What is known is that women in general are
underrepresented in positions of leadership in higher education beyond the
borders of the USA (Townsend, 2020). Women in general do not hold leadership
positions in several aspects of the busines world, women only made up 26% of
executive level leadership roles and even less served on cooperate boards. Women
are outnumbered by their male counterparts in educational leadership positions in
both primary and secondary schools. At this particular time in world history, it is
interesting to note that scholars have emphasized the importance of having greater
diversity in leadership, and specifically for greater representation by women in
leadership (Longman, 2018).
b. The drastic under-representation of minorities in school leadership is particularly
troubling considering the increasing proportion of minorities in the student
population (Liang, Sottile, & Peters,2018). The number of African, Asian, and
Hispanic women in educational leadership roles especially lower than white
females with the same qualifications. Gender-based, attributional ambiguity is not
only prevalent among deans in the US but may present a barrier to women
advancing to leadership positions in academia (Brower, Schwartz, & Jones,
2019).
c. Black males have historically played a crucial role in the education of children,
particularly, children who are socially disadvantaged and perhaps even
disenfranchised from the educational process (Bass, 2020). The shortage of
African American leaders is directly linked to the shortage of African American
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teachers. Despite the gender stereotypes in leadership research indicate that male
leaders display the same compassion for students as women leaders do even tough
their leaderships styles may differ. Black Male educational leaders take pride in
the roles as school leaders and view themselves as father figures and based on
pervious life experiences that guide their actions.
V. Conclusion and Recommendations
a. The information contained provided in this outline different views regarding the
leadership in public school management. The articles cited will provide adequate
evidence that supports the aspects and concerns with leadership in public school
management. Each item referenced has proven to be applicable to the selected
topic.
b. The primary strength of this paper provided basic overviews to the different facets
of leadership within\ the public school system. This paper demonstrates the
generally accepted leadership styles of educational leaders, displays some of the
flaws associated with the overall management of public schools, and the bias that
exsist with the realm of public school management regardless of the canadidates
ability to perform the job. The breakdown of each function also adds to the
strength of the paper and show the importance of quality leadership in the realm
of education.
c. Their serval areas of strength in this paper, there are some limitations to the
research as well. The selection of articles related to public education is narrow
and several articles discuss educational system of foreign countries. Many of the
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articles based their finding on a limited sample of research and don’t sample the
industry a very large scale.
d. There are several aspects of public school leadership that can be researched.
Different countries view education differently and leadership styles from some of
those places completely changes the aspect of the research. The more research
conducted will unavoidably create more questions or provide more avenues to
study.
