Belonging as a leadership practice in mid-career principals
Journal of Educational Leadership · peer-reviewed
Argues that belonging is built in small, repeated leader moves—not mission statements—drawing on interviews with 18 principals.
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Journal of Educational Leadership · peer-reviewed
Argues that belonging is built in small, repeated leader moves—not mission statements—drawing on interviews with 18 principals.
Working material · private
Chapter outline connecting moral distress, teacher leaders, and the same belonging language from earlier studies—still unfinished.
Transcript excerpts · private
Coded notes from interviews on isolation, decision load, and what made staff feel held during crisis years.
2022 · published
Belonging is not a poster on the wall. Principals who sustained staff through hard seasons named concrete practices: checking in before directives, protecting planning time, and making room for dissent without penalty.
2025 · draft
If moral distress is the cost of leading through crisis, belonging is one of the few antidotes leaders control day to day—the same check-ins, protected time, and permission for dissent that earlier interviews already documented.
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Your 2022 article frames belonging as repeated leader moves (check-ins, protected planning time, room for dissent). Your 2025 chapter draft reuses that frame under moral distress. Three interview notes (2021–2023) supply the logistics examples—covering a class, rearranging schedules—that back both pieces. Full texts stay private unless you choose otherwise.
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