چکیده (انگلیسی):

Literature of educational leadership often fails to represent the experiences of faith-based school
leaders, particularly women. This study seeks to position the experiences of American Islamic
school leaders in a larger context of educational leadership roles, responsibilities, and practices.
This national, qualitative study utilized an Islamic and feminist methodology, prioritizing the
constructed lived experiences and narratives of 13 women leading American Islamic schools.
Through semi-structured interviews the participants described their leadership experiences and
priorities, drawn from their daily tasks, professional expectations, and community relationships
that impact the nature of their leadership. The findings indicate unique routes to school
leadership, a multiplicity of assumed and assigned school roles, and overbearing relationships
with their independent school boards. The participants described leadership practices consistent
with the principles of collaborative leadership styles as seen in their interactions with other
school administrators, staff and faculty, and community members. The results of this study
contribute to a comprehensive description of faith-based school leadership which incorporates
the lived realities of American Islamic school leaders