An Autoethnographic Approach To Fostering Equity And Empowerment For Students, Teachers, And Families Through Transformative Leadership And Reflective Practice

Navigating the principalship, especially in high-poverty, rural school districts, is becoming increasingly difficult for school leaders. My dissertation reflects on my journey leading a high-poverty, rural school over a six-year period. Utilizing an autoethnographic approach, I reflect on key areas I explored and utilized to foster more equitable learning opportunities for all students by empowering the most valuable resource available in my school--teachers. Specifically, I detail how focusing on transformative leadership practices, understanding the impact of mindset on self-efficacy, and building communities of practice to foster collective efficacy resulted in improved student achievement and positive shifts in school culture in my school.