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Building on the research about assessing teachers’ leader identity, we were curious to understand how K-12 school principals perceive teachers as leaders. We used a survey research design to gather quantitative and qualitative data from K-12 school principals. We could not find any extant surveys aligned with our research focus; thus, we designed and validated a survey for our research. We contacted 1042 K-12 principals from the south-central region of the US; 70 responded by completing our survey. Analysis indicated a potential misalignment in principal leadership styles between the ideal attributes of leadership and contextual or practical applications of leadership. Additional analysis revealed considerable overlap between the principals’ perceptions of leadership and the roles of teachers; however, those leadership roles aligned with teachers as school-level leaders outside the classroom rather than in their role of teaching students. Findings also revealed an alignment of principals’ perceptions of teachers as leaders with principals’ efforts to develop teachers as leaders. Overall, our research suggests that principals support teachers' development as leaders. We close with a discussion of the results and implications for research and practice.

With school buildings shuttering due to COVID-19, school counselors’ work needed to shift to virtual environments. The shift in operations led us to wonder about school counselors’ perceptions and practices in these new and unfamiliar conditions. In our mixed-methods cross-sectional study, we gathered quantitative and qualitative data from 89 school counselors. Our findings include evidence of the counselors feeling disconnected from their students, lack of technology and student access, privacy issues, limited preparation to counsel in virtual environments, and work and life balance. We follow our results with a discussion, related implications, and directions for future research.

An education equity mindset is fundamental to assuring all students are supported to achieve to their highest capacity.We have identified six attributes of an educational equity mindset critical to assuring teachers’ practices andprofessional choices are aligned with meeting the needs of all students. In an effort to promote education equitymindset among teachers we determined there was a need to first empirically document the construct. We surveyed 452teachers in the southern region of the United States. Our results indicate that we effectively measured our definition ofeducation equity mindset. We found multiple differences in the mindset attributes based on personal and professionalvariables. Our data indicate that teachers may hold competing or fragmented mindsets. Our research uncoveredmultiple needed lines of research and implications for teacher preparation and professional development.