Paths to the principalship: perceptions of Latino leaders, a phenomenological study

Martin E. Martinez

doi:10.17918/etd-6430

California schools have undergone an exponential demographic shift in the past decades with Latino students now comprising about 53% of the student population. While research shows positive benefits to minority students whose schools are led by minority principals, we lack a clear understanding of the primary factors influencing Latino educators' progression to the P-12 school principalship. The purpose of this phenomenological research study was to describe the lived experiences of Latino public school principals and their perception of the primary factors that supported them in becoming a P-12 principal. This study investigated the experiences of 10 Latino public school principals representing three large school districts in Sacramento County, California to understand their perceptions of the processes involved in advancing to the P-12 principalship. Data were gathered through a series of in-depth interviews, observations, and artifact review and analyzed for emergent codes, themes and trends. The study's results indicated parental expectations and the influences of adult and peer role models and school agents were significant to the development of a positive academic identity. Programs aimed at supporting the transition from high school to college and experiences working with young people and with Latino colleagues were all described as supportive factors. Additionally, strong collegial relationships and administrators who served as role models were described as factors influencing participants' successful teaching career and their path to the school principalship. Challenges related primarily to the lack of social capital in areas such as college admissions requirements, financing college, social and emotional aspects of attending college, and a lack of support from primary familial networks in terms of academic language and academic role modeling. Underlying their path to the principalship and participants' perceptions of their role as principal is a strong Latino identification. Principals overwhelmingly see themselves as role models and bridges to the Latino and minority students and communities they serve. Major recommendations from the study include supporting first-time college families with college and career awareness early in the P-12 experience, developing district-wide focus on supporting Latino students and families and further research focused on Latino parents and their perceptions of the factors that support their development of the academic and social capital needed for school success.

Paths to the principalship: perceptions of Latino leaders, a phenomenological study

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Paths to the principalship: perceptions of Latino leaders, a phenomenological study

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