LEADING WORK-BASED LEARNING PROGRAMS: HOW ADMINISTRATORS AND TEACHERS SUPPORT LEARNING FOR EXCEPTIONAL FEMALE IMMIGRANT HIGH SCHOOL STUDENTS- A CASE STUDY
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2021
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Abstract
In this research study, I investigated the leading roles of work-based learning (WBL) administrators and teachers in a high school setting to support the participation and learning of their exceptional female immigrant (EFI) students within the program. Specifically, this study focused on exploring the ways, methods, and processes which high school teachers and administrators adopted to help their exceptional immigrant female students who participate in work-based learning programs. The study used interpretative research methodology and case study design to investigate current practices in work-based learning leadership as related to responding to the learning needs of a special group of learners, immigrant female students, at a time when the national debate on immigration and rights of immigrants intensifies. The main finding of this study was of two-fold: It provided a better understanding of the perceptions of work-based learning teachers and administrators, and suggested a new hybrid leadership model that combines Leader-Member Exchange (LMX) and Team Leadership styles that can be applied within a work-based learning context to guide practitioners in their efforts to respond to specific needs of a special group of learners.
Keywords: work-based learning (WBL), career and technical education (CTE), leader-member exchange theory (LMX), team leadership, exceptional female immigrant students (EFI)