Articles in this Issue
Teaching Teachers: A Strategic Initiative of Implementing Mentorship
Programs to Improve Work Performance and Retention in K–12 Education
Anya Bailey Randle, Jody Skonieczny, Ozlem Gumus, John Harrison, and
Phong Tran
Grounded in servant leadership theory (Greenleaf, 1977; Liden et al., 2014), this study examines its influence on employee retention and performance in K–12 education, with mentoring competency as a key mediating mechanism. Servant leadership’s focus on follower growth, stewardship, and empowerment is enacted through mentoring behaviors translating leadership values into developmental support (Eva et al., 2019). Addressing challenges in teacher retention and effectiveness, integrating servant leadership with structured mentoring offers a practical strategy. Findings indicate educators who perceive strong servant leadership and mentoring competency are more likely to remain in their roles and report higher self-assessed performance. Mentoring competency strengthens the relationship between servant leadership, intent to stay, and performance. Educators receiving mentorship report greater support, value, and empowerment, contributing to improved job satisfaction, professional efficacy, and organizational culture, with implications for student learning.
Keywords: servant leadership, mentoring competency, teacher retention, work performance, mentorship programs, K–12 education
The Relationship Between Academic Advising and the Academic Success
of First-Generation First-Time in College Students
Nina Deniene Vanessa Leonard and Daniel Wayne Eadens
Florida uses numerous metrics to predict retention rates. Studies have shown a link between students’ second-year retention and four-year graduation rates. Recently, a large urban university invested heavily in academic advising. Quantitative analysis found that academic advising was associated with higher institutional grade point averages, retention to the second year, and improved academic standing. More interaction with academic advising correlated with higher institutional GPAs. The findings support Astin’s Student Involvement Theory, suggesting that greater engagement with the institution enhances academic success.
Keywords: academic advising, first-generation students, first-time in college students, student retention, academic success, student involvement theory
The Influence of Teacher-Perceived School Leader Attributes on Teacher Retention
Christopher M. Mullins
The study aimed to determine the extent to which teacher-perceived school leader attributes influence teacher retention. A lack of supportive leaders impacts teacher motivation, performance, and retention, contributing to the teacher shortage. The population for this study included PK-12 teachers solicited for participation via social media. The participants were surveyed using an anonymous questionnaire designed specifically for this study. The response rate (N = 75) exceeded the minimum for statistical significance. Research question one examined the association between teacher-perceived school leader attributes and teacher retention using one-way analysis of variance (ANOVA). Research question two used linear regression to examine the influence of teacher-perceived school leader attributes on teacher retention. The results of the one-way ANOVA between teacher-perceived school leader attributes and teacher retention were statistically significant F(3, 71) = 3.227, p = .028. The results of the linear regression showed that teacher-perceived school leader attributes highly statistically significantly predicted teacher retention, F(1, 73) = 9.183, p = .003, adjusted R2 = .100. Teacher-perceived school leader attributes were highly statistically significant (p < .01). Overall, the results of this study showed a significant association between teacher-perceived school leader attributes and teacher retention and that teacher-perceived school leader attributes have a highly statistically significant influence on teacher retention.
Keywords: school leader attributes, teacher retention, teacher perceptions
The Complexities of Special Education Teacher Evaluation: The Need for
Quality, Competent, and Relevant Feedback
Dr. Timothy Gilson, Dr. Kenneth Hayes and Dr. Susan Etscheidt
Educational leaders responsible for the supervision of special education programs in their schools have multiple, complex responsibilities; including evaluating the quality and efficacy of special education programs and teachers. School district teacher evaluation processes and tools often are designed for teachers in general education classrooms and may not incorporate the roles and responsibilities of a broad classification of teachers who work with students with an array of disabilities. This research study discusses how a customized model integrating professional standards from the Council for Exceptional Children with existing state performance assessment systems may be more effectively utilized to evaluate special education teachers.
Keywords: special education, teacher evaluation, instructional leadership, Council for Exceptional Children, students with disabilities, professional standards
Relationships Between School Principals’ Multifactor Leadership Styles and
the Crab Bucket Syndrome: Evidence from Türkiye
Pınar Çakır, Fatma Ercan and Ali Aksu
This study explores teachers’ perceptions of secondary school principals’ multifactor leadership styles and the organisational phenomenon referred to as the crab bucket syndrome. It examines whether these perceptions differ according to gender, age, educational background, professional seniority, career stage and teaching branch, and investigates the relationships between leadership styles and perceptions of the syndrome. A relational survey design was adopted. The research population comprised 4.177 teachers working in 170 secondary schools in the first-tier districts of İzmir, Turkey. Using stratified sampling, 359 teachers were selected as the study sample. Data were collected during the 2023–2024 academic year through the Multifactor Leadership Questionnaire and the Crab Bucket Syndrome Scale. Analyses were conducted using Jamovi 2.6.23. Findings indicate that among leadership styles, laissez-faire leadership was perceived as least common and transformational leadership as most prevalent. Teachers’ perceptions of principals’ leadership styles showed no significant differences across demographic or professional variables. Perceptions of the crab bucket syndrome were moderate overall, with significant differences observed only by age and seniority. A low but statistically significant negative correlation was identified between principals’ multifactor leadership styles and perceptions of the crab bucket syndrome, with leadership styles accounting for 6.59% of the variance.
Keywords: leadership, multifactor leadership, school principal, crab bucket syndrome, teacher
Behind the Blazer: Strategies Black Women Use to Achieve Success in
District-Level Educational Leadership
Chelsea Norris, Clementine Msengi, Kaye Shelton, Kenyetta Martin, and Diane Johnson
This qualitative phenomenological study explored the lived experiences of nine Black women in district-level educational leadership within K-12 education. Grounded in Black Feminist Thought (BFT) (Collins, 1990) and the Pet-to-Threat framework (Thomas et al., 2013), the study examined how participants navigate racialized and gendered expectations while sustaining authenticity and success. Semi-structured interviews revealed seven overarching themes: faith and spiritual grounding, mentorship, preparation and excellence, composition and emotional intelligence, advocacy and representation, self-care, and legacy building. Findings highlighted how Black women have transformed adversity into advocacy and redefined leadership scholarship by amplifying the voices of Black women leaders and identifying strategies that sustain purpose, authenticity, and excellence “behind the blazer.” Implications for practice include the need for intentional mentorship and sponsorship structures, culturally responsive leadership preparation, and wellness supports that address the emotional labor placed on Black women leaders. These insights are efforts to create more equitable and sustainable leadership pathways in K-12 education.
Keywords: Black women leaders, district-level leadership, Black Feminist Thought, Pet-to-Threat, K-12 education, equity, phenomenology
Leading AI in K–12: Superintendent Perspectives on Policy, Capacity,
and Responsible Use
Henderson Lewis, Jr., Veysel Altunel, and Stacy-Ann Campbell
This descriptive mixed methods study examines how K–12 superintendents understand and plan for artificial intelligence (AI) in their districts. We surveyed 14 sitting superintendents in Louisiana and conducted follow-up interviews with four survey respondents. Survey findings suggested moderate familiarity with AI, some professional use, and interest in practical benefits such as administrative efficiency, communication, data-informed decision support, and targeted student support. Respondents also identified concerns related to human interaction, academic integrity, staff readiness, and data privacy. Follow-up interviews added context by showing how participating superintendents described a measured approach to implementation. They emphasized “policy before practice,” including creating revisable AI policies, bringing policy decisions to the board, communicating expectations to staff and families in plain language, and updating guidance as tools change. They also connected policy work to professional learning and called for staged training that begins with basic awareness and moves toward guided practice and site-level support. Because the study involved a small, voluntary, single-state respondent group, the findings should be read as exploratory rather than representative of all superintendents. We discuss implications for district leaders and leadership preparation programs, including board-facing policy cycles, targeted professional learning, and small pilots that document value, protect integrity, and build trust.
Keywords: artificial intelligence; superintendents; K–12 leadership; policy; professional learning; educational leadership
Co‑Mentoring and Wellbeing Across Academic Career Stages in
Educational Leadership: A Trioethnography of Growth
Carol A. Mullen, Ellen H. Reames, and Frances Kochan
This qualitative inquiry explores core processes and outcomes of successful co-mentoring. Using a trioethnographic approach, we examine co-mentoring as a source of wellbeing across academic career stages and describe how these insights can inform educational leadership and higher education. Informed by feminist/gender and wellbeing theories, they conceptualize co-mentoring as a living praxis that integrates relational growth and professional support. Findings are interpreted from journaling, self-reflection, and dialogue related to a 30-year relationship among 3 female faculty in educational leadership. Interpretive thematic analysis generated seven themes showing how reciprocity, mutual empathy, and shared purpose foster sustainable mentoring structures and such outcomes as psychosocial and career support, leadership development, productivity, and health benefits. The findings led to the development of the CARE model—connection, agency, reciprocity, and ecology—along with heuristics for integrating co-mentoring and wellbeing principles into educational leadership and higher education contexts.
Keywords: connection, agency, reciprocity, and ecology (CARE) model, co‑mentoring, leadership preparation, trioethnographic study
Correlating Leadership Praxis and Professional Longevity: The Relationship
Between Servant Leadership and Teacher Retention
Teresa Widen and Tracy Reimer
Teacher attrition among veteran educators destabilizes school culture and compromises student achievement. This quantitative study investigated the relationship between mid-to-late-career elementary teachers’ perceptions of principal servant leadership and their retention decisions within Minnesota public schools. Utilizing a non-experimental, correlational design, data was collected from 410 experienced teachers (Tier 4 licensure; 8 + years of experience) via the Servant Leadership Scale (SLS) and Turnover Intention Scale (TIS-6). Results from the Pearson correlation coefficient revealed a statistically significant, strong inverse relationship between perceptions of servant leadership and turnover intention (r = -.56, p < .001). Notably, the dimension of Empowerment (r = -.58) and Stewardship (r = -.51) emerged as the most potent predictors of professional longevity. Conversely, independent t-tests and ANOVA results indicated that perceptions of servant leadership were consistent across demographics, appearing unaffected by teacher gender or specific instructional role. These findings suggest that servant leadership acts as a critical buffer against burnout for seasoned educators. This study offers actionable implications for principal preparation programs and district policies, recommending a shift toward relationally driven leadership to preserve institutional knowledge. Future research should employ longitudinal designs to track actual turnover behavior following targeted leadership behaviors.
Keywords: teacher retention, servant leadership, veteran educators, turnover intention, elementary schools, principal leadership, quantitative research.
Instructional Leadership Practices in Dual Language Bilingual Education:
A Reflective Growth Model Perspective
Selene Canales-Garcia, Velma D. Menchaca, Michelle Abrego, José Agustin Ruiz-Escalante, and George Padilla
As dual language programs expand across the U.S., school leaders face growing pressure to support bilingual educators amid ongoing teacher shortages. This qualitative case study explores bilingual teachers’ perceptions of their principal’s instructional leadership practices at a dual language elementary school in South Texas. Guided by the Blasé and Blasé Reflective Growth Model (1999, 2000), the study highlights leadership behaviors that promote teacher reflection, collaboration, and professional growth. Findings reveal that supportive leadership—rooted in trust, shared decision-making, and targeted professional development—enhances teacher capacity and strengthens bilingual program implementation.
Keywords: emergent bilinguals, instructional leadership, dual language
From Observation to Identity: How Cross-Program Experiential
Learning Shapes Inclusive School Leaders
Dana Griggs and Gregory Blalock
Effective school leadership is essential for fostering inclusive educational environments, yet leadership preparation programs often provide limited opportunities for practice-based engagement with special education instruction. Informed by leadership identity theory, this qualitative study examines a cross-program university partnership between an educational leadership preparation program and a special education teacher preparation program designed to strengthen practice-based leadership preparation. Through structured classroom observations, collaborative reflection, and the development of constructive feedback for special education teachers, aspiring school leaders enacted instructional leadership roles in authentic contexts. Qualitative content analysis of 91 graduate student reflections collected over three academic years indicates that experiential collaboration supported leadership identity development and inclusive instructional leadership capacity, as evidenced by increased confidence, empathy, instructional awareness, and feedback skills. Participants reported a stronger sense of themselves as leaders capable of supporting special education teachers and advancing inclusive practice. Findings highlight the role of cross-program partnerships in addressing the preparation-to-practice gap and strengthening inclusive leadership development.
Keywords: leadership preparation, inclusive leadership, experiential learning, leadership identity development special education leadership university partnership, practice-based preparation
The International Journal of Educational Leadership Preparation (IJELP) is published by ICPEL Publications, a subsidiary of the International Council of Professors of Educational Leadership (ICPEL). Please contact the Publications Director, Dr. Benjamin Jankens for more information about this journal or other ICPEL Publications: [email protected].