Leading Rural Districts: Research Synthesis of Rural Educational Leaders

ABSTRACT

For this comprehensive literature review, we begin by framing our study with a scholarship review of the theorizing of place-based leadership and rural administrators. We then synthesize research on the practice and experiences of district administrators, including superintendents, school boards, and other ancillary leaders. We identify multiple themes that cross this body of work, including the significance of the relationship between rural residents and educational leaders; the challenges in recruiting, retaining, and training rural administrators; and the need for critical, place-conscious leadership. The review concludes with recommendations for future scholarship and how such work can inform and improve rural leadership preparation and practice.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Daniella Hall Sutherland

Daniella Hall Sutherland is an Associate Professor of Educational Leadership & Policy Studies at University of Vermont. Her work examines the educational leadership, policy, and equity in rural communities. Sutherland’s work has been published in Education Policy, EAQ, Rural Sociology, and Education Week, among other journals. She chairs the Rural Educator’s advisory board.

Erin McHenry-Sorber

Erin McHenry-Sorber, Ph.D, is an Associate Professor of Higher Education Administration in the School of Education at West Virginia University. Her research focuses on the structures and policies that influence rural schools and communities, with an emphasis on the practice of leaders in responding to inequities within and across rural school systems. Her recent work includes the development of the National Rural Education Association’s Rural Research Agenda, 2022–2027 as well as research on statewide teacher shortages in West Virginia and a multistate study of the work of rural elementary leaders in responding to spatial and educational inequities. She serves as coeditor of the Rural Educator. McHenry-Sorber has published research in Rural Sociology, Review of Research in Higher Education, Education Policy Analysis Archives, and Leadership & Policy in Schools, among other journals. McHenry-Sorber holds a Ph.D. from Pennsylvania State University in Educational Leadership, an M.Ed. from Harvard University in Administration, Planning, & Social Policy, and a B.S.Ed. from Bucknell University in English Education.

Jacquelyn N. Willingham

Jacquelyn N. Willingham is an Assistant Professor of Educational Leadership in the Department of Educational and Organizational Leadership Development at Clemson University. Prior to teaching at Clemson, Willingham served as an Analyst at Insight Education Group, where they were responsible for designing and conducting equity evaluations in school districts across the United States. Willingham’s research primarily focuses on associations between educational leader behaviors and the school environment. More specifically, they examine how school leader behaviors produce school environments that foster teacher mental health and well-being. Willingham graduated with a Doctor of Philosophy degree in Educational Leadership with a P-12 emphasis from Clemson’s College of Education. Additionally, Willingham earned a Bachelor’s degree in Psychology and Sports Management from Lenoir-Rhyne University and a Master’s degree in School Counseling from Clemson University.