When asked about school leadership, Hózhó or “walking in beauty” in Navajo as a holistic leadership framework (Secatero, 2018), may not be the first image that comes to mind amidst the contemporary pressures and influences of accountability policies, political debates about teaching race and history, digitalization, Covid 19 pandemic effects, etc. Yet Hózhó leadership is at the heart of a Navajo principal’s leadership in an elementary reservation-based public school.

Regardless of differences in contexts, successful Indian school leadership work is predicated upon educational purposes that entail but transcend the functional principles of social justice, equity, and inclusion imbedded in foundations of tribal-specific culturally responsive education practice (Martin, 2021). This Navajo principal’s leadership is part of a larger international study, first through a theoretical examination of Navajo philosophy of education in relation to ecological systems of influence and complexities and then through a study of the Navajo principal’s leadership practice.

The United States has a history of colonization of Native Americans, ongoing assimilation through, for example, boarding schools for indigenous children, has resulted in trauma over centuries. Reservation schools who serve indigenous children face pressures from tribal, state, and national policies for accountability purposes. Particularly, U.S. schools that serve indigenous students are historically situated within a complex interplay among federal and state policies, schools, districts, and, in this case, the tribal nation. Many educational scholars have articulated various theories of leadership aimed at transformative practices, e.g., (Martin, 2021), culturally responsive leadership; (Secatero, 2018), Navajo Holistic leadership; (Shields, 2015), socially just outcomes; (Furman, 2016) inclusive practices; and (Khalifa, et al., 2019) decolonizing leadership that are relevant to Indian-serving schools. Yet few of these theories and studies framed from these theories focus explicitly on indigenous school leaders serving reservation schools from an indigenous philosophical perspective.

Across this literature, there are studies of leadership grounded in various theories, and we see the need to enhance indigenous leadership theorizing and its relations to leadership. The intention of this presentation is to expand leadership theorizing, study, and practice in Navajo educational philosophy in relation to successful principal leadership amidst multiple layers of influence and complexities of the contemporary situation. This study is part of an International Successful School Principalship Project (ISSPP), thus the purpose of the presentation is twofold: first, to further develop educational leadership theorizing with tribal forms of knowledge (specifically Navajo) amidst multiple layers of systems of influence and complexities and second, to present empirical findings from a case study of a Navajo principal in relation to Navajo educational philosophy as well as the broader theoretical grounding for successful principals from the international ISSPP study We conclude with implications of a balanced notion of success for leadership preparation and practice.

Research Questions:

RQ1: To what extent, and in what ways, do school principals contribute to the ‘success’ of their schools similarly or differently within a state? What are the key factors, including but not limited to: individual, structural, social, cultural, and systems-related district, tribal, national factors that influence, positively or negatively, how school  principals’ impact on the ‘successes’ of their schools?

RQ2:What similarities and differences can be identified in the values, beliefs, and behaviors of successful school principals across different schools in the same state?

The ISSPP research examines school leadership through the lens of ecological systems theory (Bronfenbrenner, 1979) which theorizes individual practices and development within the context of various dynamically interacting layers of social and ecological systems to capture the processes and actions in which schools operate, develop, and thrive in an increasingly unpredictable, globalized world. 

The research methods featured comparative mixed methods case study (Cresswell & Tashakkori, 2007) as used by the International Study for the Successful School Principalship Project (ISSPP). The ISSPP has determined criteria for selecting cases, requirements for choosing the study participants, and the process for conducting the research. Sampling features principals who lead successful schools in their communities. Data sources within each case study include semi-structured qualitative interviews with the district/municipality, governors, principal, teachers, parents, and students, and a whole-school teacher survey. The comparative analysis of these data sources within and across different schools and countries enables trustworthiness and enhances rigor (Denzin, 2012). Data were analyzed using an inductive approach as well as a deductive approach from the ISSPP analytical framework. Two main research questions were of interest in this context; 1) To what extent, and in what ways, do school principals contribute to the ‘success’ of their schools similarly or differently within a state? What are the key factors, including but not limited to: individual, structural, social, cultural, and systems-related district, tribal, national factors that influence, positively or negatively, how school principals’ impact on the ‘successes of their schools?; and 2) What similarities and differences can be identified in the values, beliefs, and behaviors of successful school principals across different schools in the same state?

Findings indicate the principal’s support of the Navajo culture and academics through a balance of systems while incorporating Navajo educational philosophy with its forms of knowledge and culture. Tribal leaders appreciate Indigenous education leaders to value the leadership principles that they relied upon to make appropriate decisions. The indigenous leadership perspective of balance and sustainability amidst complexity is relevant for leadership practice and preparation worldwide as leaders need to balance new and perennial tensions and complexities. The principal was dealing with tremendous challenges on the cultural, political and educational scene. The tribal nation is experiencing extraordinary political, economic, cultural, and education transformation. For this community it is a significant step toward maintaining a “real” Navajo school. Similarly, the findings revealed that the principal is an inspirational leader grounded in tribal forms of knowledge, and that he: (1) understands and values what it means to maintain a strong relationship with students, parents and local communities; (2) thrives to have a capable and committed staff by organizing professional development opportunities targeted toward Indian student success; (3) supported the use of every possible lever to engage and support students to be successful, where failure is not an option; and (4) as the leader, modeled the commitment to perform as part of a team rather than as an individual. The principal established focus group meetings between teachers and students, based on the same principles of cultural congruence, led to improved student achievement and an interest from parents to be more involved. All these programs required extensive collaboration and time. Suggesting that congruency between the school environment and the culture of the community is critical to educational success. Implications: Additional research on leadership practice, preparation, and development for Indigenous schools as well as schools that serve other students from diverse cultures.

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