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Author Biography

Dr. Mary Louise Stahl is currently an Assistant Professor at Niagara University in New York and also an adjunct professor at the State University of New York at Fredonia. She earned her PhD in Educational Leadership in 2016 from the State University of New York at Buffalo, with her dissertation, “Chinese Students in United States High Schools.” She has worked for over 30 years in education, as a teacher, a school leader, a college professor and a writer. In 2022 Rowman & Littlefield published her book, the Heart of School Leadership.

Abstract

This practitioner research study examines how graduate education students prioritize relational, professional, and reflective leadership practices within a leadership framework used in a graduate teacher education course. While scholarship on care-centered leadership emphasizes the importance of relational trust, authenticity, and kindness in educational leadership, little research has explored how aspiring educators interpret and prioritize these leadership practices during their teacher preparation programs. Institutional Review Board approval was obtained for this study. Ten graduate students enrolled in a Human Learning, Development, and Motivation course completed an optional structured reflective survey based on engagement with a leadership framework. Data were analyzed using inductive thematic analysis, with strategies employed to enhance trustworthiness and mitigate researcher bias. Six themes emerged from the data: kindness and authenticity; relationship-building and engagement; self-care and balance; respect for school culture and equity; professionalism and competence; and boundary-setting for sustainable leadership. Participants strongly supported relational leadership practices while also emphasizing the importance of maintaining boundaries and prioritizing personal sustainability in leadership roles. Implications for leadership preparation programs include explicitly addressing relational leadership alongside strategies for boundary-setting and leader well-being, as participants supported relational approaches but rejected models requiring self-sacrifice at the expense of personal sustainability.

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