Lesbian, Gay, Bisexual, and Transgendered Students’ Experiences in School: What Can the School Community Do to Ensure School Success?

Transformational leadership is essential for school principals who desire to achieve school success and effectiveness, especially when determining a school’s direction, creating a cohesive school community for collective activities, building relationships among all members of the school community, etc. The purpose of the research was to investigate a school principal’s transformational leadership while implementing organizational changes in a school. A semi-structured interview with principals of eight general education schools in Lithuania was used to collect data. Categories and subcategories were identified in the data from which conclusions were drawn. Within the context of the research, the results suggest that the principals who embrace a transformational leadership during the initiation, implementation and institutionalization of change 1) reveal their personal determination to implement change; 2) express their concern for professional development; 3) demonstrate support for school values and a cohesive school community; 4) fosters achieved results by distributing leadership. Key words: implementation of changes, school principal’s leadership, transformational leadership.

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Call for Papers: “School Success”

European Psychologist ◽

10.1027/1016-9040/a000072 ◽

2010 ◽

Vol 15 (4) ◽

pp. 313-313

Author(s):

Katariina Salmela-Aro ◽

Ulrich Trautwein

Keyword(s):

School Success

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School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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