Keywords

Title I schools, leadership readiness, principal preparation programs, principal leadership, culturally responsive school leadership, phenomenology

Subject Categories

Educational Administration and Supervision | Educational Leadership | Urban Education

Abstract

Principals serving in Title I schools face complex instructional, organizational, cultural, and community related demands that require specialized leadership preparation and support.  The purpose of this qualitative phenomenological study was to explore the lived experience of principals serving in urban Title I schools regarding their preparedness, supports, challenges, and successes as instructional leaders. The study also examined principals' perceptions of culturally proficient leadership and principal preparation program attributes considered essential for leadership readiness in high-needs school settings. Guided by the Culturally Responsive School Leadership (CRSL) framework, data were collected through semi-structured interviews with 10 principals serving in urban Title I schools in Florida and analyzed using thematic analysis. Findings revealed that formal preparation programs were perceived as only partially effective in preparing school leaders for Title I leadership, with authentic readiness developing primarily through field-based experiences, mentoring, prior leadership roles, and on-the-job learning. Principals described human capital as a critical resource and characterized instructional leadership as whole-child leadership requiring attention to academics, attendance, mental health, student behavior, family engagement, and community needs. Culturally proficient leadership was defined as understanding the community, building relationships, creating inclusive environments, validating cultural identities, and supporting teacher empathy. Principals also highlighted the value of clinically rich internships, structured mentoring, data analysis, budgeting, adult leadership development, and community engagement within principal preparation programs. The finding suggests that effective leadership in Title I schools requires contextual, relational, culturally responsive, and systems-based leadership practices. Implications include strengthening principal preparation programs through authentic field experiences, university-district partnerships, mentoring opportunities, and targeted preparation for instructional, cultural, relational, and operational demands of Title I school leadership.

Completion Date

2026

Semester

Summer

Committee Chair

Moore, Sheila

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership

Format

PDF

Document Type

Dissertation

Language

English

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