Abstract

Current research suggests that leadership skills in the field of school social work are valuable and needed. However, these skills are not always clearly outlined by governing entities as a result of little examination and research. This article examines differences of perceptions toward and engagement in professional leadership skills among school social work practitioners across the United States (N = 686). Using descriptive and multivariate methods, this paper examines practitioner perceptions toward and engagement in school-based leadership and what this leadership looks like in today’s schools. Findings call for educators and practitioners to advocate for the incorporation of leadership training, culturally sensitive cross-discipline collaboration, and preparedness guidelines in both generalist bachelor- and master-level social work curricula in which students are trained to work in school settings. Moreover, access to training and availability of resources pertaining to leadership appear to be a point of concern. Implications for social work practice, education, and research are discussed.

Keywords: School social work, professional leadership, survey research, mixed method

How to Cite:

Perry, Y., Elswick, S. E. & Cuellar, M. J., (2022) “Leadership in School Social Work: Implications for Promoting the Preparedness of Tomorrow’s Practitioners”, International Journal of School Social Work 7(2). doi: https://doi.org/10.4148/2161-4148.1061