| The U.S. education system has endured intense scrutiny over the past few years due to poor American student performance on international exams. As part of that scrutiny, school leadership has been under review. Research has been undertaken to determine the characteristics a school leader must possess in order to improve schools. Principal training programs focus on those key skills that principals must exhibit in order to improve schools. There has been little research, however, on what it may take psychologically to improve urban schools. Under normal circumstances a principal must address issues surrounding students, parents, teachers, facilities, and No Child Left Behind requirements; however, urban school leaders also have to deal with crime, poverty, disparity among students in educational backgrounds and their diminished desire to learn. In addition, many critics question whether learning about being a leader can prepare individuals to withstand the adversity a principal faces on a consistent basis.;This dissertation presents findings from a qualitative study on how the psychological effects of an urban school can affect the school leader's ability to manage a school and how those effects ultimately change the outcome for students, including academic achievement. The study utilizes a case study approach of five principals in large urban districts with data collected via interviews and observations. To expand perspective on leadership resilience, interviews were conducted with leadership coaches as well. The data revealed the extensive challenges these urban principals deal with on a regular basis and how their resilience allows them to stay optimistic during dire times, which in turn creates opportunities for principals to be focused on student achievement. The study also revealed key stressors for principals that can impede them from being effective instructional leaders, and showed what types of support might need to be in place in order to build resilience. The findings can help school districts and higher education institutions think critically about the types of people needed to lead particularly challenging schools and how they can best support them through ongoing principal training and support. |
