Table Of ContentJournal of School Administration Research and Development Summer 2017
Managing the Ebb and Flow: A Case
for Calling Forth Student Voice
Jonathan Damiani
Nagoya University of Commerce and Business, Japan
Douglas Wieczorek
Iowa State University
ABSTRACT: This case study explored how a princi- own and may impede students’ ability to develop so-
pal in a suburban elementary school in the northeast- cially and academically. While principals have long
ern United States empowered students and used stu- been regarded as the school manager, they are also in
dent voice to develop his own leadership. The re- a unique position to empower the voice of a large
searchers collected and analyzed data in the form of population of students.
observations, principal interviews, and student focus
Principals’ Perceptual Congruence and Instructional
groups. Results and discussion describe and explain
Leadership
how the principal engaged with students’ perspec-
tives to structure his experiences of school and learn- Principals’ administrative or daily management
ing. Also, results indicate that the principal’s self- concerns, balanced with broader, instructionally rele-
awareness of his instructional leadership actions, par- vant leadership practices, are enduring challenges of
ticularly regarding the inclusion of student voice and the principal position (Barnes, Camburn, Sanders, &
agency, is critical for effective and meaningful leader- Sebastian, 2010). However, building a positive in-
ship. This case provides a new direction for develop- structional climate and culture is a struggle for princi-
ing and practicing school leaders to consider self- pals who believe their time is often dominated by
evaluation and reflection as part of ongoing leader- managerial tasks and paperwork (Barnes et al., 2010;
ship improvement, framed by the research-based con- Goldring, Huff, May, & Camburn, 2008). As account-
cepts of instructional leadership, student voice, and ability demands increase and pressures mount on
perceptual congruence. Finally, the case study pro- schools to produce academic achievement growth,
vides an opportunity for the field of educational re- school communities will continue to seek leaders with
search to open meaningful and often-overlooked dis- particular sets of skills to meet established learning
cussions emphasizing the value of including students goals and expectations (Hallinger & Heck, 2010; Spil-
in models of shared instructional leadership and em- lane, Parise, & Sherer, 2011). Teachers and students
powering youth as learners and leaders in their own appreciate a visible principal with an open and invit-
right. ing demeanor who also maintains strong and con-
sistent expectations (Gentilucci & Muto, 2007). Grow-
ing a positive teaching and learning environment re-
Keywords: student voice, perceptual congruence,
quires personal daily attention to the priorities that
shared leadership, educational leadership
the community has entrusted the principal to cultivate
in the school despite all the barriers, interruptions,
When principals build their educational contexts stresses, and expectations that come with the position
around the premise of listening to students, new theo- of instructional leader.
ries that transcend traditional frameworks can emerge
Rooted in professional self-efficacy (Bandura, 1997),
to transform the work being done in schools (Cook-
principals’ ability to evaluate and reflect upon their
Sather, 2010; Elden & Levin, 1991). Further, principals
own performance is a critical component to leadership
that only use adult perspectives to shape their leader-
performance (Bingham, Haubrich, & White, 1993;
ship practices leave students to circumvent or adapt to
Tschannen-Moran & Gareis, 2004). Perceptual congru-
goals that in many cases will not square with their
ence, or the difference between an individual’s self-
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 8
Journal of School Administration Research and Development Summer 2017
perception of performance and the opinions of com- 2014). One way principals are breaking the mold is by
munity stakeholders, has been found to correlate with making decisions in a collaborative manner with stu-
leadership effectiveness (Atwater, Ostroff, Yam- dents. This non-traditional and decentralized ap-
marino, & Fleenor, 2008). While principals are most proach occurs when principals actively involve stu-
often evaluated by district leadership, this is now in- dents in making decisions that may impact students’
creasingly occurring by community stakeholders experiences in school. While students at these sites
(Fuller, Richards, & Cohen 2008; Goldring, are sometimes allowed to make decisions around
Mavrogordato, & Haynes, 2014). If stakeholders are managing and organizing school activities and behav-
included in a more comprehensive evaluation model, ior, shared decision making has been largely subjected
principal effectiveness is measured by teachers’ rat- to limiting school parameters (Warner, 2010). Unfor-
ings and parents’ perceptions of a leader’s perfor- tunately these parameters have rarely been designed
mance (Fuller et al., 2008; Goff, Goldring, & Bickman, to include students’ perspectives of teaching, learning,
2014; Goldring et al., 2014). However, student voices and leadership (Gentilucci, 2004; Gentilucci & Muto,
are not often included in instruments to evaluate as- 2007).
pects of principal effectiveness or school culture
Giroux (1992) argues that educators must become
(Fuller et al., 2008), which demonstrates the disso-
more engaged and reform minded in their approach
nance between students’ perceptions of principal
to working with students. At the root of his argu-
practice and the principal’s self-assessment and
ment, and other arguments rooted in issues of social
awareness of his daily activities as a manager and
justice, is a need for school leaders to address social
school leader.
pressures that challenge the principal’s ability to reach
Student Voice learners that have until now been failed by the system
(Grundy, 1993). Student identity and academic self-
The eagerness of students to take on an academic
concept are another set of internal factors that com-
identity and commit to taking an interest in their
pete with students’ and principals’ agendas (Silins &
learning, behavior, and school experiences rests large-
Mulford, 2010). Current educational reform thinking
ly on how principals choose to empower students.
underestimates the importance of student agency—
Students who are able to take charge of their own edu-
specifically the willingness of students to take on an
cation and play a more active role in their learning
academic identity and commit time and effort when
will develop at a faster rate academically, socially, and
peers are making other choices in school (Jackson,
emotionally (Kirchner, 2005). Principals who take the
2003). Many adults, and principals in particular,
time to develop student agency and responsibility
struggle to view students as collaborators who can
within their schools reap the rewards of a student
potentially inform their practice.
body with a strong sense of self who play a dynamic
role in their own education (Mitra, 2004; Simmons, To move toward understanding how educators can
Graham, & Thomas, 2014). use student perspectives to structure their approaches
to leadership, this study used two research questions:
When adults listen to what students have to say
about their learning and meaningfully use student 1) From the student perspective, what are the
voice and participation to shape their experienes of most significant challenges faced by students
school, they can empower students as learners and in school?
transcend traditional school frameworks in the pro-
2) How does the principal help children cope
cess (Cook-Sather, 2010, 2014). As students gain confi-
with the challenges they face?
dence and experience, they naturally create opinions,
ideas, and beliefs about school. These include individ- Methods
ual perspectives and actions within the contexts of
This study used a case study design to describe
learning and their experiences with education (Rogers
how a principal in a suburban elementary school in
& Lea, 2005). However, opportunities for students to
the northeastern United States empowered students
express their opinions and make decisions about a
and used student voice to develop his own leadership.
range of school-wide factors that affect their learning
Case narrative was selected as a design to help the
have been few and far between (Beattie, 2012).
researchers investigate a contemporary leadership
Principals that have found non-traditional ways of phenomenon––perceptual congruence of leadership
approaching their role as school leader minimize time practice––that has received little attention in the litera-
spent on non-instructional tasks (Baroutsis, Mcgregor, ture on educational leadership. This approach is par-
& Mills, 2015; Day, Gu, & Sammons, 2016; Damiani, ticularly well suited to new research areas or research
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 9
Journal of School Administration Research and Development Summer 2017
areas for which existing theory does not sufficiently tions at the site, and was intended to give the princi-
apply (Gomm, 2000; Saunders, Lewis, & Thornhill, pal an opportunity to respond to any questions or
2000; Yin, 1994). In early stages of research on a topic, concerns posed by the students.
or when a fresh perspective is needed, case narrative
Two focus groups were each composed of four to
is a useful way to connect multiple data sources and
six students randomly selected from grades 3, 4, and 5
to help offer insights into themes that are rarely con-
as determined by the principal. Chosen students were
nected (Eisenhardt, 1989).
also among those whose parents were willing to com-
The principal of Forest Hills (FH) Elementary ar- plete and submit consent forms. Both focus groups
rived to the school 18 months before the study along were meant to be representative of the overall school
with 170 newly enrolled students. He also replaced population.
approximately a third of the staff after the previous
This study used the recommendations of Liam-
principal retired. Before arriving at FH, the principal
puttong (2011) when conducting student focus groups
worked at a neighboring elementary school within the
interviews. Focus groups began with a warm-up ac-
district for seven years as a teacher and seven more as
tivity with students from all groups, which involved
a principal.
helping the group to become comfortable and ac-
FH is a K-6 site serving 498 students who are pre- quainted with one another. Students were asked to
dominantly white and middle class. Approximately identify images of various adults and to describe the
25% of students are eligible for free and reduced same images during a free association activity. Next,
lunch. FH is located in an area of suburban sprawl students were provided with colored pencils and
just over 15 miles from the closest city center. On each lined paper to draw what they thought their principal
side of the school and for miles in both directions, one does during the school day.
can see restaurant chains, superstores, gas stations,
The first focus group was provided with opportu-
retail outlets, and other places of business that can be
nities to describe their experiences, relationships with
found across the country. But despite this impersonal
adults, challenges in school, support from principals,
setting, one finds a much different atmosphere inside
and voice given in shaping school culture. The second
the school. FH has a warm, nurturing environment
focus group began with a read-aloud of an age-
where teachers collaborate, students take responsibil-
appropriate children’s book about principals as a
ity for their own learning, and the principal proactive-
prompt for a more focused discussion (Creech & Bliss,
ly works to understand the needs of students and
2001). After the story, students were prompted to dis-
staff.
cuss the story as it related to data collected from the
The participating principal was recruited through principal’s second interview. Each focus group inter-
the following methods: a) recommendations from col- view lasted between 30 and 45 minutes and was con-
leagues at local universities and regional schools that ducted by the lead researcher, along with the presence
identified principals that work directly with students of another adult from the school site. Each interview
to find meaningful ways of promoting student learn- was audio-recorded and transcribed for analysis by
ing and shaping their leadership, b) face-to-face the researchers.
screening interviews that revealed how each principal
The lead researcher conducted four days of princi-
incorporated student voice and/or empowered stu-
pal observations at FH. During each session, lasting
dents, and c) expressed interest from principals excit-
between one and two hours, the researcher took de-
ed about the study.
tailed field notes describing the principal’s actions.
The lead researcher conducted two interviews with
An analytically inductive method allowed essential
the principal. An initial formal interview lasted ap-
category emergence as data were collected, produced,
proximately 60 minutes and was conducted before the
and analyzed. Data analysis was guided by Elden &
researcher met with the students. Questions asked the
Levin’s (1991) model of co-generative dialogue and
principal to describe a typical day, success stories,
models of narrative inquiry (Polkinghorne, 1995;
challenges and hurdles, methods in which student-
Riessman, 2008; Rolling, 2008). This model suggests
based initiatives were presented at the schools, and
that more participatory approaches taken by the re-
his interactions with the students. A second inter-
searcher and subjects during the data collection pro-
view, which lasted 60 minutes, was then conducted
cess can help the participants––in our case a principal
with the principal. The questioning in this interview
and students––develop a shared framework that can
was created in response to the analysis of the first fo-
be tested through collective action or used to produce
cus group with students, was informed by observa-
a new general theory that can inform and improve
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 10
Journal of School Administration Research and Development Summer 2017
their situation in the future. board screens in every classroom. Based on observa-
tion, the students are actively engaged in learning and
In the first stage of analysis, two sets of codes were
are given opportunities to develop socially and emo-
categorized––one for the principal and one for stu-
tionally in this very nurturing climate.
dents. The resulting two sets were then merged and
assigned to field notes, interview transcripts, and any However, despite the evidence and appearance of a
artifacts collected from the students during the focus high-achieving, healthy school culture, there was a
groups. More general categories for coding the inter- disconnect between the principal’s leadership and the
view data were based on what students and the prin- school community members. In particular, there ap-
cipal said, what they did, how they interacted, and peared to be conflict arising from the principal’s need
how the principal helped students learn. for control and the students’ school experiences relat-
ing to this control. During our first meeting with the
Results and Discussion
principal, he was asked how students’ opinions and
Data analysis produced three emergent categories attitudes about school or teaching influenced his agen-
to address the research questions: leadership agenda, da. He responded,
instructional leadership, and principal of the day. Below,
Everybody needs to be led. Everybody needs
results for each category are presented along with an
to be able to look to somebody for guidance.
integrated discussion.
But we also have to have expectations. As we
Leadership Agenda work with kids, and as we work with adults,
In our first conversation with the FH principal, we the expectation of where we’re going needs to
be out there. Because if the kids understand,
asked him to describe his role as principal. He relayed
the adults understand. If the adults under-
the following statement:
stand they can help lead students. So as kids
It’s really supporting the initiatives that are
work through it, you want to listen to the chil-
coming down from the district, from the state,
dren, but you need to lead the children. You
the federal government, and have them be
can’t let them control what we do.
able to efficiently, smoothly, flawlessly go into
This passage represents two sides of the principal’s
the classroom with the teacher. It’s trying to
approach to leadership. There is the side that
figure that out.
acknowledges the value of student voice for influenc-
The principal appears to be doing a good job of active-
ing the work of adults and the side that ignores op-
ly coordinating the curriculum. Standardized test
portunities to do much more than listen in his role as
scores, coupled with observations of the work taking
school leader. Unlike the principal’s experiences at
place in FH classrooms, show how students and staff
his previous site, a school where behavioral and aca-
members are successfully implementing the instruc-
demic issues were more of a concern, FH’s kids are
tional program and helping students learn and grow
rarely insubordinate. Furthermore, the majority of FH
academically, socially, and emotionally.
students are testing at grade level, as standardized
The school has had numerous recent physical testing shows that students are making adequate year-
changes. As a result, the hallways are brighter, and ly progress in English language arts, mathematics, and
the walls are adorned with glossy new posters of science. These facts, coupled with observations of the
school-wide philosophies where tattered student illus- quality work occurring in FH classrooms, shows stu-
trations previously hung. These glossy and colorful dents and staff are adequately navigating the instruc-
signs feature characteristics of FH learners, anti- tional program. Outside the building at recess,
bullying rules, whole body listening cues, and the throughout the hallways, in the lunchroom, and even
school’s golden rule: Good Choices Equal Great Results. inside the main office, things here seem to be running
Student work that hangs throughout the hallways is smoothly. This leaves the principal to focus on more
focused on content and is more desirable to the eye traditional managerial functions from the main office,
than in the past. Paw Points, the new character educa- where he does an excellent job coordinating his ample
tion incentive system, hangs proudly outside of the supply of support personnel and resources around a
principal’s office, marking moments when any staff range of student and staff concerns.
member recognizes student achievement. Instructional Leadership
Additionally, the school has a new media coordina- After having a few opportunities to sit down and
tor, and morning announcements are broadcast from speak with the principal about his practice, it became
their new media and technology center onto Smart- increasingly clear that he had a great deal of freedom
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 11
Journal of School Administration Research and Development Summer 2017
over how he chooses to spend his time at school. He holders and provide adults with opportunities to
begins his day by coming in before the rest of the staff touch base and discuss a whole range of conditions
to respond to e-mails, voicemail, and any concerns that may affect students and their learning, he neglect-
that take place in the overnight hours. Like most prin- ed to mention that he was doing much instructional
cipals, he is present early in the morning and ensures leadership. He did not identify or describe profes-
he is visible to both students and parents when school sional development, instruction, assessment, or class-
begins, during lunch, and at the end of the day during room talk in any way. One might assume that princi-
dismissal. The principal also conducts a casual walk- pals at high-achieving schools like this one are spend-
through of the building once the kids and teachers ing hours a day supervising instruction and monitor-
become settled in their classrooms. ing student learning and progress.
His approaches to school leadership take place in One instance occurred where the principal stopped
between the buses and bells. While the principal stat- into a classroom to observe teaching and learning.
ed that he supported students academically, socially, The focus of the walk-through was not instruction or
and emotionally at his previous site, he emphasized learning, but behavioral expectations of students and
how he worked with students at FH by stating, “It’s teachers. Upon entering the classroom, he greeted the
way beyond the little things of taking care of the kids; teacher and asked what the class was working on.
it’s taking care of the community.” At suburban sites The characteristics of an FH learner were displayed on
like FH, many parents contact their school principal the Smartboard, and almost as if on cue, the teacher
when their children are having problems with a class- lifted a rain stick as a signal to the students that they
mate, teacher, or subject area. As a result, one of the should demonstrate their knowledge of whole body
principal’s primary functions, in addition to managing listening. The teacher and the students knew the rou-
the ebb and flow that occurs throughout the day, is to tine verbatim, as if they had been recently or repeated-
respond to these concerns and support other adults in ly drilled in this exercise. As we left the classroom
cultivating a community that the principal repeatedly some time later the principal remarked, “And that
said is “moving forward together.” When asked to wasn’t even staged.” Staged or not, he has created a
describe how this looks on a daily basis, the principal climate and culture in his school where all members of
relayed the following statement: the school community are aware of his expectations.
Order and organization appear to be very important
It’s a variety of things that can take place, and
to the principal as a leader. He also emphasized these
that’s usually by lunchtime. I very seldom
priorities while he described and displayed his daily
have lunch, I eat throughout the whole day,
leadership activities plan.
and I don’t have a designated lunch. The af-
ternoon continues on like that. I might get a During another visit to FH, I asked the principal to
phone call right now and I’ll have an issue share how he prioritized the variety of tasks he was
here. It might be a bus issue. Or a situation responsible for each day. He stated,
where the parents are upset because some-
I do start my day with a list. Usually there’s
thing happened within the building and they
about five items on the list. For example to-
didn’t go through the proper chain of com-
day my list consists of my set meeting [with
mand. Doesn’t happen often. But it does
teachers] at eight. I always do encouraging
happen. It’s just a variety of things like that.
words every month, on the first of the month
Usually I’m preparing things to help move the
to my staff [to] show them I care and I help to
building forward. I always try to model how
support them. I have a meeting at ten with
to move a building forward as I work with the
you, and then I want to make sure that I con-
staff. But it’s a variety of things. It ebbs and
nect with my teachers [and tell them] that you
flows. I always try to meet and greet parents
were coming and you would meet with them
when they come in. It’s very important that
today. Then after school I have a commit-
I’m visible here, that they feel welcome here
ment. That’s my checklist. Sometimes it’s the
throughout the day. I’ll touch base with my
whole page, sometimes only a few items like
psychologist [or] my counselor about any-
today. Which I like because it gives me a lot
thing I need to know about kids. I’ll meet
of freedom and flexibility to work with kids if
with the nurse. I’ll walk through her office
necessary.
and ask how things are going. Once in a
while, [staff will] stop me and ask to talk. This was an opportunity to explore how the principal
views shared leadership with students, especially, so I
While the principal strives to be visible to his stake-
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 12
Journal of School Administration Research and Development Summer 2017
asked him to explain what he meant when he said, “to caption that read “Principal of the Day.” Ideas like
work with kids if necessary.” He took this opportuni- this, which he incorporated at his previous school just
ty to share a story from his previous principalship: months before arriving at FH, were certainly designed
to empower students as learners and leaders in their
If a student was really struggling with doing
own right. However, it is interesting to note that in
their work, there were many times where I
being bestowed the honor of principal of the day, not
ended up having lunch with those kids, and
one of the nineteen photos documenting this occasion
we did study halls, academic support for
pictured the honoree in the classroom working with
those kids where I was very involved and
students. The student was shown leaning back in a
helped supervise that work with kids. I don’t
leather chair with her feet kicked up on the principal’s
do it as much here because the teachers have a
desk while she pretended to talk on a cordless phone.
handle on it. But I used to be very involved in
Another image showed the principal pretending to
my old school.
pour a student’s coffee while she read the newspaper.
I also wanted to explore how the principal works to Still another showed her in the office disciplining or
provide students with opportunities to talk about reinforcing a golden rule to a stuffed animal. She was
their experiences of teaching and learning, which led also shown accompanying the principal on walk-
to the following exchange: throughs, holding a walkie-talkie, and riding in an
elevator. In only one of the pictures she is posing
Principal: We also do have a student council, (facing the camera) beside some students who wear
which is school wide. They meet monthly to headphones and work facing computers. These pho-
do a lot of different things. Most of it is our tos and this well-intentioned initiative sends a mes-
school spirit days, our charitable events, so we sage to students and staff that the principalship is a
do those kinds of things. position of authority that comes with certain requisite
managerial decision making and privileges. These
Author 1: Do they ever get together to talk
images broadcasted to the entire school and communi-
about anything regarding learning, leader-
ty what the principal valued about his work, and they
ship, or teaching?
are similar to the illustrations and descriptions stu-
Principal: The student senate is more teaching dents offered within the focus group discussions. Fur-
about community, how it’s an important thermore, they aligned with the students’ conversa-
thing, and how to give back to others. They tions and the principal’s responses during one-on-one
don’t get involve—[cuts himself off]––like interviews.
many times I used to have a student council at
While roughly a third of the students interviewed
my old school and the cafeteria always came
at FH reported that the principal provided students
up.
with opportunities to eat lunch with him as one of the
In these statements the principal illustrated the differ- choices for the school’s character education incentive
ences in his orientations towards students, student plan, they described how interactions with the princi-
voice, and level of principal-student engagement pal occurred more often when students were misbe-
based on his experiences at two school sites. At his having and teachers needed help with discipline.
previous school, he perceived that the students and During my first focus group meeting with students, I
teachers needed him more as an instructional and aca- asked them to tell me what their principal does. We
demic support leader. He was more actively involved had the following exchange:
in their daily school lives. At FH, he did not perceive
Author One: What does your principal do?
these leadership actions as necessary and has the ten-
Student One: He always comes around to the
dency to manage structures, time, and expectations for
classrooms and checks on us.
the school community. In an era of school accounta-
Student Two: He writes reports about bus
bility, this case displays how a principal can be lulled
issues.
by data-driven success and lose sight of crucial parts
Student Three: I know he likes it when kids
of instructional leadership practices. Student engage-
are quiet and nice to each other.
ment and relationships are integral to the health of all
Author One: How do you know that he’s the
school communities.
principal?
Principal of the Day Student Four: Because he has an office.
Student Five: Because he’s dressed up nice.
The school district website showed pictures of the
Student Six: Because he sits in the office.
principal beside a young female student beneath a
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 13
Journal of School Administration Research and Development Summer 2017
Student Two: He also helps us learn about no- pal for help. This may stem, at least in part, from the
bullying and goes around and helps people to limited nature of the interactions students have had
see if they’re being good to other people, or to with the principal in the eighteen months since he has
see how people are being mean to each other. arrived. It can also be traced back to a more tradition-
al model of leadership, as the principal’s direct inter-
While the students’ responses varied, they aligned
actions with students are primarily focused on issues
with both school observations and the principal’s
of discipline, and feedback and observation are typi-
comments. During a second focus group interview I
cally focused on teacher performance. However, the
had the following exchange:
students at FH are happy to be in school and are do-
Author One: If you have a problem with ing well academically. Students challenges at FH
school, who do you talk to? were often with specific subjects or teachers.
Student One: My mom.
When asked how students dealt with the challeng-
Student Two: My mom and my principal.
es they faced in class, they reported that they were
Author One: You talked to your principal?
likely to go to a parent, peer, or sibling before speak-
Student Two: No I didn’t.
ing with an adult in school. One example of this reali-
Student One: I didn’t either but I think you
ty manifested itself during a lively student-driven fo-
should.
cus group. During the focus group, students said they
When I asked the students at FH to explain some were having a difficult time with their physical educa-
ways they would deal with problems they were hav- tion teacher. When I asked the students if they were
ing with school, response types were grouped into able to describe the problems they were having with
two categories. The first included students who said the teacher, they said they were scared of the teacher
they would talk with a sibling (at FH or another site in and did not want to get in further trouble. This ex-
the district), a parent, a classmate, or their teacher change between students highlights just one situation
about the issue. The second group said they would in which the school would benefit from increased stu-
work to get the principal’s attention, which was not dent voice. Further, it shows that when students are
surprising considering the context of many of my given an opportunity to discuss their experiences re-
questions. What was surprising was the way this lated to teaching, learning, and leadership with an
group of students would go about being heard. Below adult who listens, they become empowered. As a re-
is one example of focus group dialogue that occurred sult of these discussions, there were signs during our
around this topic: final interview that the students began to consider
their principal as someone they might be able to ap-
Student One: You should act bad so that you
proach about problems they were having during or
can get the principal’s attention.
outside of school.
Student Two: I would start meeting with kids
and have a strike, or campaign, or write a let- Overall, the principal’s approach to leadership rep-
ter. resents what may appear to many readers as a typical
Student Three: I don’t really talk about my form of primary school leadership in the United
feelings but I express them with yelling and States. However, there is a dissonance between the
screaming. apparent success of the school and the principal’s lack
Student Four: I’d go on strike or protest. of engagement with students. The school culture em-
Student Three: Seriously though, I’d have my phasized organization and behavioral control, high-
little brother go tell the principal for me. He’s lighted by students’ school experiences as they relate
a crazy kid. to this control. Unfortunately, like many principals,
the principal of FH only gave students opportunities
This exchange demonstrates how one group of stu-
to make school decisions related to maintaining the
dents at FH said they would react to problems they
status quo. The principal’s leadership style created a
were having with teachers, peers, classwork, or home.
cycle of detachment relative to his work with the chil-
It also serves as an example of how student voice can
dren in his care.
manifest itself when principals do not develop ways
to honor student voice or give students opportunities Implications for Researchers and Practitioners
to actively share their thoughts and feelings about
When principals build their educational contexts
school. These examples of oppositional or resistant
around the premise of listening to students, new theo-
approaches to interacting with adults are nothing new
ries that transcend traditional frameworks can emerge
and are not unique to this site. Still, these examples
to transform the work being done in schools (Cook-
highlight a reluctance of students to go to their princi-
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 14
Journal of School Administration Research and Development Summer 2017
Sather, 2010; Elden & Levin, 1991). Further, principals students’ unique experiences of learning are in an ex-
that only use adult perspectives to shape their leader- cellent position to impact change within their class-
ship practices leave students to circumvent or adapt to rooms, schools, and districts. If principals can struc-
goals that in many cases will not square with their ture regular interactions with their students and focus
own and may impede their ability to develop socially conversation on the students’ experiences of school
and academically. While principals have long been and learning, they will be better able to respond to
regarded as school managers, they are also in a unique student issues before they manifest as oppositional
position to show a larger population of students that behavior, student failure, or office referrals.
they can or cannot have a voice based on the work
Conclusions
that they do.
Despite, or perhaps because of the high level of
Principals’ perceptions of leadership practice have
student achievement at FH, students have had few
been examined as they coincide with teachers’ percep-
meaningful opportunities to interact with their princi-
tions of leadership effectiveness (Blase & Blase, 1999;
pal. The principal is a strong leader of adults and
Goff et al., 2014). These studies most commonly con-
spends his time helping them with the challenges they
trast principals’ self-ratings with those provided by
face at his new site, and as a result, students perceive
other adults in the school. The data from these studies
him as someone who is there to spread a clear and
is a useful starting place for school leaders that are
consistent message, help the school run smoothly, and
hoping to align their objectives with those of the
occasionally act as a disciplinarian. While the princi-
teaching staff. Perhaps more importantly, they also
pal acknowledges the role students play in making the
point to a need to include students’ perspectives and
school function, he is not inclined to take their lead or
ratings relative to their experiences of learning and
use their voice to support their experiences of school
leadership.
or learning.
The most revealing part of this case study came
The evidence provided in this case narrative
from conversations with students while uninterrupted
demonstrates how the principal should be more in-
by adults. During the second focus group interview,
formed and engaged in reflective practices that in-
conversations about leadership and the challenges
clude his stakeholders. Models of reflective practice
students were facing in school allowed students to
and evaluation that include stakeholder voices, specif-
open up and comfortably share their opinions about
ically students, provide school leaders with a more
their principal, teachers, and school. It was in these
holistic and inclusive framework to support decision
spirited moments of conversation that the researchers
making and respond to school community needs.
saw the students and the students saw themselves as
capable of providing an honest and sometimes critical The aforementioned privileges come to the princi-
account of the work being done by their school lead- pal in the form of choices, where he is able to decide
ers. It was in these moments that students reflected what he is going to focus on during any given day. It
on challenges that impeded their learning. Bullying, is these choices that are made in between the buses
exclusion, and unhealthy competition were just a few and the bells that shape what this principal stands for.
of the problems students cited—problems that contin- As principal of FH, he makes decisions with the stu-
ue to plague many schools to varying degrees. Stu- dents’ best interests in mind. He still checks in on stu-
dents also commented that they were still being con- dents and gives them opportunities to engage on a
fronted with problems outside of school and that personal level. The students respond to their princi-
these problems “get them off-track” and in the way of pal, who is very approachable, and feel comfortable
their opportunities for growth. asking him general questions about school during his
walk-throughs. While these behaviors reflect what
After spending a significant amount of time reflect-
were once non-traditional approaches to building
ing on these challenges—how they relate to decisions
leadership, the principal chooses to exercise the privi-
principals make (or do not make) and how talking
lege of leading FH by focusing primarily on develop-
about these challenges made the students feel empow-
ing the work of adults around initiatives that are
ered—we have realized the real significance of this
passed down from above and moving the entire
work. While our work as outside researchers gave
school community forward together by spreading a
students and the principal the opportunities to reflect
clear and consistent message.
and develop their thinking, the best way to conduct
student perspective research may be as a school insid-
er. K-12 practitioners that can actively elicit student
voice and use it to shape the way they structure their
Volume 2 ▪ Number 1 ▪ Summer 2017 The Journal of School Administration Research and Development 15
Journal of School Administration Research and Development Summer 2017
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