Dissertation/Thesis Abstract

Transformational learning toward transformative leadership
by Haghighi, Saideh, Ed.D., Lewis and Clark College, 2014, 148; 3637058
Abstract (Summary)

One of the greatest challenges our society faces is how to transform a fundamentally inequitable educational system. The societal inequities marginalized groups witness and experience on a daily basis are magnified by hegemonic educational policies and practices which produce, reproduce, and reinforce the concepts of white privilege. Developing transformative leaders is crucial given educational leadership is considered second only to teaching as an influence on students' learning.

This qualitative study examined the personal and professional growth of eight administrators and described the process by which these adults learn, internalized what they learn, and put their new knowledge into practice through socially just action within their schools and departments. The targeted professional development employed the tenets of critical race theory and principles of transformative leadership development as key elements toward addressing educational inequities.

The study provided insight into the lived experiences of educational leaders and explored their development of critical consciousness and how they utilized a lens of equity to effect personal and systemic change. The study grounded in critical race theory, transformational adult learning, and social justice leadership development revealed administrators who participated in ongoing, equity centered, professional development, shared similar experiences as adult learners and educational leaders in their professional roles. The results strongly suggested the impact this professional development had on their beliefs and behaviors was significant. These developing transformative leaders found the professional development to be relevant and urgent work resulting in the implementation of systemic change to varying degrees.

Indexing (document details)
Advisor: Carr, Carolyn S.
Commitee: Galloway, Mollie, Lenssen, John
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 76/02(E), Dissertation Abstracts International
Subjects: School administration
Keywords: Adult learning, Equity, Leadership, Professional development, Social justice, Transformational change
Publication Number: 3637058
ISBN: 978-1-321-19433-3
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