Graduation Year

2026

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

Dr. Vonzell Agosto, Ph.D.

Committee Member

Lauren Braunstein, Ph.D.

Committee Member

Darlene DeMarie, Ph.D.

Committee Member

Charles Vanover, Ph.D.

Keywords

Dual Language Leadership, Social Justice Leadership, Sustainability, Implementation

Abstract

Dual language bilingual education programs operate within policy environments that often constrain their long term viability, despite their deep historical roots in the United States. This qualitative study examined how district/central office leadership systems supported the sustainability of these programs. While prior research has emphasized school site collaboration between principals and teachers, limited attention has been given to the district/central office level leadership systems and strategies that shaped program coherence, implementation, and endurance. Guided by a framework integrating social justice leadership with principles of sustainable leadership, the study examined the research question: How do district or central office leadership systems of support sustain dual language bilingual education programs?

Data were generated through 11 district and school site leaders across two states who participated in semi structured interviews, supplemented by an analysis of publicly accessible policy documents and state websites. Findings revealed two connected layers of influence that shaped program sustainability. From a systemic orientation, sustainability was supported by the consistency of instructional models, coherence of program structures, availability of resources, and stability of funding, factors that varied across contexts and at times reflected broader policy constraints. District level systems for staffing, professional learning, and curriculum alignment played a central role in determining whether programs could ensure sustainability without compromising the core values. From a value position, equity centered, distributive, and collaborative leadership practices emerged as critical to sustaining programs that honor the linguistic, cultural, and academic assets of bilingual students. Leaders who cultivated shared responsibility, strengthened partnerships with families, and communities, while upholding commitments to bilingualism and biliteracy contributed to more resilient programs. Future research should explore these dynamics across more diverse geographic and programmatic contexts and incorporate additional data sources to deepen understanding of how district level leadership shapes long term program sustainability.

Download

Share

COinS