Exploring the Beliefs, Values, and Experiences of Latina Principals and Their Resiliency to Overcome Struggles Faced During the Pathway to the Principalship

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Spring 2019

Abstract

A need existed to understand the hurdles and resiliency and self-efficacy issues that could prevent Latinas from obtaining administrative roles in education. The purpose of this qualitative multiple case study research was to examine the experiences of Latina principals in a North Texas school district. I performed three interviews with each of two Latina principals and investigated the resilience and self-efficacy these women possessed. The phenomenon of interest was the experience of the Latina principal. The unit of analysis was the individual case of the Latina principal. As an instrument of study, I self-bracketed and used a reflection journal as a source of data to avoid inserting personal bias into the coding and interpretation processes. I achieved triangulation through multiple interviews, member checking, journaling, and asking the Latinas to complete two objective instruments for assessing self-efficacy and resilience. Open coding occurred at the word frequency level, and after frequencies were ranked, axial coding began. After a meticulous examination of the major and secondary themes, three common themes emerged from both participants' narratives. The three across-case themes answered the research questions and included strong work ethic, challenges as a Latina principal, and need for mentorship. The participants exhibited high levels of resilience and self-efficacy. Both principals utilized components of Latino culture everyday as campus leaders. Both participants indicated having a mentor was necessary for success; however, they did not believe mentors of Latina educators needed to be Latinx. Both participants suggested finding a mentor could be an informal activity; however, school districts could implement mentoring programs to benefit Latina teachers who may want to pursue administration level roles. Universities are encouraged to review their educational programs to attract more females and minorities. Future researchers are encouraged to assist in reducing the literature's gaps about Latina elementary principals of predominately Latino campuses.

Advisor

Julia Ballenger

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Education

Link to Full Text

Share

COinS