This qualitative study aimed to explore the approaches used by Black principal supervisors to professionally develop Black principals in public K–12 settings. Using a phenomenological approach and thematic analysis design, I examined the philosophy and strategies employed by 11 experienced Black principal supervisors in their work to assist Black principals in navigating the U.S. public school system and best ensure the success of their students and staff. Participants were recruited through professional organization networks and participated in virtual one-on-one interviews that were transcribed and analyzed to identify commonalities and challenges in the experiences of Black principal supervisors. Eight themes were identified and appear to be consistent with the literature on principal supervision in alignment with critical race theory and adaptive leadership, each of which helped to guide the study design. Results provide a blueprint for Black school leadership in a way that promotes excellence and transforms schools.

中文翻译：

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黑人儿童的相关领导：召集全黑人公立学校校长主管

这项定性研究旨在探索黑人校长主管在公共 K-12 环境中专业培养黑人校长的方法。我使用现象学方法和主题分析设计，研究了 11 位经验丰富的黑人校长主管在工作中所采用的理念和策略，以协助黑人校长驾驭美国公立学校系统，并最好地确保学生和教职员工的成功。参与者是通过专业组织网络招募的，并参加虚拟的一对一访谈，这些访谈经过转录和分析，以确定黑人主要主管经历中的共性和挑战。确定了八个主题，这些主题似乎与主要监督的文献一致，与批判种族理论和适应性领导相一致，每个主题都有助于指导研究设计。结果为黑人学校的领导力提供了一个蓝图，以促进卓越和改造学校。