Citation

Iachini AL, Pitner RO, Morgan F, Rhodes K. Child. Sch. 2016; 38(1): 40-48.

Copyright

(Copyright © 2016, National Association of Social Workers [USA], Publisher Oxford University Press)

DOI

10.1093/cs/cdv038

PMID

unavailable

Abstract

Principals are critical to school improvement efforts, yet few studies aim to elicit their perspectives on what contributes to teaching, learning, and broader school improvement. The purpose of this mixed-methods case study was to elicit principals' perspectives on (a) teacher and school staff needs, and (b) student needs, in an effort to uncover whether these perspectives are reflective of priorities emphasized in current expanded school improvement models, such as mental health, family engagement, out-of-school time opportunities, and other youth development and learning supports. Twenty principals from one school district participated in the study. Data were collected through an online survey and a follow-up phone interview.

RESULTS indicate that principals identified and described a range of both academic and nonacademic needs faced by their students, teachers, and school staff. In particular, mental health was identified by principals as one of the greatest student, teacher, school staff needs. These findings suggest that principals' perspectives in this study were reflective of broadening priorities emphasized within current expanded school improvement models. The article concludes with implications for school social work research and practice, particularly in relation to school improvement and school mental health.

Language: en