DEVELOPING EQUITY-CENTERED LEADERS FOR HIGH POVERTY SCHOOLS: A QUANTITATIVE ANALYSIS

Abstract

This quantitative study delved into the knowledge and skills of equitable practices among a cohort of principals overseeing high-poverty schools and examined how this understanding influences their capacity to implement school-wide leadership practices in line with Standard 3 of the Professional Standards for Educational Leaders (PSEL, 2017). PSEL Standard 3 delineates a framework for effective educational leaders to ensure equitable educational opportunities and culturally proficient practices, fostering the academic success and well-being of every student. The study aimed to assess the knowledge of high-poverty school principals within ECPS in implementing PSEL Standard 3 and the four dimensions of instructional leadership practices in their respective school.

An online anonymous questionnaire was employed to gauge the knowledge and skills of 38 principals from high-poverty elementary, middle, and high schools. Among them, 25 high-poverty principals completed the questionnaire. Despite the identification of several limitations in this quantitative study, the survey results were leveraged to identify equity-centered leadership practices and formulate professional development initiatives aimed at enhancing the understanding of PSEL Standard 3 among high-poverty principals.