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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2022
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| Online Access: | https://doi.org/10.5281/zenodo.6547785 |
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| _version_ | 1866902002160631808 |
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| author | Mata, Jose M. |
| author_facet | Mata, Jose M. |
| contents | <p>This dissertation investigates the role of race in how school principals experience and make sense of supporting teachers of color. Using a qualitative research design, the study collects and analyzes interview data from California K-12 public school principals. It applies the concept of sensemaking to the literature on representative bureaucracy, highlighting the interpretive mechanisms that translate racial congruence between supervisor and employee into benefits for the latter. Findings suggest that the impact of race is highly dependent on context and best approached as situational in its operation. Analyses illustrate how principals use perceptions of the racial context of the larger school community to make sense of the needs of their teachers of color. The study also finds principals’ efforts to address these needs to be conditioned on their sense of job security and level of organizational support from the district. The dissertation concludes by discussing its significance for policymakers and future research.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_6547785 |
| institution | Zenodo |
| language | eng |
| publishDate | 2022 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | RACE, SENSEMAKING, AND PRINCIPALS' WORK WITH TEACHERS OF COLOR: A QUALITATIVE INTERVIEW STUDY OF CALIFORNIA PRINCIPALS Mata, Jose M. teachers of color race principal support representative bureaucracy sensemaking context <p>This dissertation investigates the role of race in how school principals experience and make sense of supporting teachers of color. Using a qualitative research design, the study collects and analyzes interview data from California K-12 public school principals. It applies the concept of sensemaking to the literature on representative bureaucracy, highlighting the interpretive mechanisms that translate racial congruence between supervisor and employee into benefits for the latter. Findings suggest that the impact of race is highly dependent on context and best approached as situational in its operation. Analyses illustrate how principals use perceptions of the racial context of the larger school community to make sense of the needs of their teachers of color. The study also finds principals’ efforts to address these needs to be conditioned on their sense of job security and level of organizational support from the district. The dissertation concludes by discussing its significance for policymakers and future research.</p> |
| title | RACE, SENSEMAKING, AND PRINCIPALS' WORK WITH TEACHERS OF COLOR: A QUALITATIVE INTERVIEW STUDY OF CALIFORNIA PRINCIPALS |
| topic | teachers of color race principal support representative bureaucracy sensemaking context |
| url | https://doi.org/10.5281/zenodo.6547785 |