Abstract
Purpose. The purpose of this qualitative study was to examine the thoughts, feelings, and actions of middle school administrators regarding their school leadership and their influence on the use of exclusionary and restorative justice practices.
Theoretical Framework. This research was on grounded by two foundational theories: Sociocultural Theory and Ecological Systems Theory. Sociocultural Theory explained the role of culture in the cognitive development of students. Ecological Systems Theory offers a framework through which community psychologists examine individuals' relationships within communities and the wider society.
Methodology. A phenomenological study was used to examine the lived experiences of middle school principal’s leadership and their influence on exclusionary practices by addressing the research question: what is the lived experience of middle school principals functioning as a leader, manager, and disciplinarian. The qualitative study explored school administrator’s leadership, school management, and disciplinary practice beliefs through structured interviews. For this study the researcher utilized a purposeful sampling approach by interviewing six participants who had served as middle school administrators for three or more years.
Findings and Conclusion. The findings were presented embedded in three themes that emerged from the answers provided by the participants from interview questions. The prominent themes were visionary leadership, stakeholder engagement, and discipline. In efforts to improve public education a focus on student-centered approaches have emerged through restorative justice practices. Some school leaders have embraced a leader-follower model in leadership in order to influence implementation practices. The data showed how leadership is key when impacting practice and how exclusionary practices negatively impact the student experience. The study also showed how engaging stakeholders, students, families, and staff, provide insight to understanding background, stories, and narratives. These insights allow practitioners to build relationships which allow the students to be seen and heard, to feel wanted and included, while addressing unwanted behaviors. In the end, what the researcher could state is that all students, teachers, and school leaders want to feel and be a part of a positive community of caring.
Recommendations. In order to influence practice, those in authoritative roles must lead. A leader needs to build followership. Recommendations include modeling behavior, communicating a clear vision and goals, taking responsibility for wins and challenges, and setting and monitoring goals. When looking to see how leaders can influence progressive and alternatives to exclusion, leaders should be inclusive and respect social capital, build trust and understanding, and communicate about practices being used. The recommendation for school leaders on how to influence the use of exclusionary practice should include providing professional development, staying abreast of updates to governmental policy, and approach discipline through a personal lens.