An Examination of Alternative Educational Leadership

Abstract

Traditional public-school settings are not meeting the needs of all students. Alternative educational settings have been established for students who struggled in traditional public schools. According to research by Beken et al. (2009); Cotton (2004); and Groves (1998), traditional schools often lack an understanding of social issues, positive peer relationships, personal interactions with teachers, and a school-wide emphasis on maturity and responsibility. The purpose of this qualitative research study was to identify leadership practices that alternative education leaders indicate are effective in increasing positive outcomes for students in alternative education programs. Alternative education program leaders from four public high schools in Southeastern Virginia were asked 11 interview questions regarding their leadership practices in developing and implementing an effective program and practices to increase alternative student outcomes as it relates to staff characteristics, attendance, positive behavior, and graduation rates. The alternative school leaders' interview responses were analyzed and coded for themes. The study findings suggest alternative educational program leaders who share their school vision, select competent and compassionate staff, and have an atmosphere of high academic expectations that foster positive relationships with at-risk students effectively increase positive outcomes for students in alternative education programs. The researcher proposes that the study's findings could contribute to research on best practices and strategies for promoting success in alternative education programs.