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Abstract
The purpose of this dissertation explored, described, and interpreted the perceptions and practices of five Black women principals who have led a successful school turnaround effort. This research explored Black womens understandings and experiences leading and sustaining improvements in formerly lower-performing schools. Specifically, this study aimed to explore, describe, and interpret successful Black women leaders perceptions and practices for improving, turning around, and continuing increases in student achievement. This study focused on how principals made sense of their leadership and leadership practices during the improvement initiative and the process of continuous improvements. The research questions pertaining to this study included: 1) How do successful Black women principals who have led a school turnaround initiative understand and describe how their leadership has changed over time? 2) What leadership characteristics, actions, and strategies do Black women principals who have led a successful school turnaround initiative believe are the critical components for leadership for sustained school improvement? Using a multiple case study qualitative approach, the findings from this study bring forth the perceptions of a sample of Black women educational leaders who led a successful school turnaround approach. Five principals from two southern states whose schools experienced a consistent decline in student achievement before their appointment were purposefully sampled for this study. The principals in this study had achieved a successful turnaround and now were in the process of sustaining improvements in their student achievement. Their interview responses were analyzed using Black womens standpoint theory. The findings consist of seven broad themes: (a) Stepping Backwards to Move Forward: Addressing the School Context and Learning Environment, (b) Implementing Strategies to Initiate the Improvement Process, (c) Continuing to Tackle Persistent Challenges, (d) Approaching with a Learning Posture, (e) Remaining Goal Oriented: Know the Data, Establish an Instructional Framework, Demand Accountability, and Monitor the Expectations, (f) Doing Whatever it Takes: Advocate for Your Schools Needs and Believe in Midcourse Corrections, (g) Continuing the Work and Utilizing Instructional Support. This study pertains to school turnaround and may be of interest to leadership instructors, state and district officials, and principals in chronically underperforming context.