This autoethnography explores issues that impact educational leadership by examining individual reflections, perceptions, and responses developed through the lens of a principal of two elementary schools. The main data source involves journal entries collected over a period of one year. Theories of educational leadership styles and effective school practices form the basis of the research analysis. In addition, the research explores the management and organization of schools to include the following: dealing with unprecedented crises; balancing the human dimensions of staff, students, parents, and community; and monitoring student progress and learning.
This autoethnographical journey culminates with the discovery of care, relationships, and sustainability being the critical attributes in creating a positive impact in educational leadership. The knowledge acquired through this research has impacted the author in how she fulfills her role as leader. It is hoped that this research will also guide the reader in self-reflection and inquiry into what matters most in the field of educational leadership.
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