Pamela S. Angelle
ADDRESS
Pamela S. Angelle
Professor, Associate Department Head
Pamela Angelle is Professor and Associate Department Head in the Department of Educational Leadership and Policy Studies at the University of Tennessee. Angelle teaches courses at the doctoral level in the EdD Educational Leadership Program and the PhD in Higher Education Administration as well as the PhD in Leadership Studies. At the graduate level, she teaches research methods, leadership theory, organizational theory, mixed methods research, and academic writing. Prior to accepting a position at the University of Tennessee, Angelle worked as a School Improvement Coordinator for the Louisiana Department of Education.
Education
PhD, Educational Leadership, Louisiana State University
MEd, University of Louisiana
Research
Angelle’s research expertise centers on US and international leadership behaviors and practices which promote equitable educational opportunities for all children. Her studies in leadership, from teacher leaders to school system leaders, are located in countries across the globe. Professor Angelle’s research is approached through a constructivist lens, seeking to understand the ways in which principals make decisions, collaborate with partners both internal and external to the school, and establish relationships which support school improvement. Her work has been disseminated through national and international conference presentations as well as publications in national and international academic journals. In addition to research articles, she has also co/authored 3 books: Perspectives on a New Model for School Leadership: Building Trusts and Trust Building, Cultures of Justice: Intercultural Studies of Social Justice Enactment, and A Global Perspective of Social Justice Leadership for School Principals.
Publications
Sawalhi, R., & Angelle, P. S. (2024). Examining Teacher Leadership Perceptions: A Comparison Between the United States and Qatar. Educational Management, Administration, and Leadership. doi 17411432241272412. (SSCI: 2.569; IF 3.3)
Reprinted In:
Sawalhi, R., & Angelle, P. S. (2025). Examining Teacher Leadership Perceptions: A Comparison Between the United States and Qatar. Educational Management, Administration, and Leadership, 53(5) Special Theme Issue: School Leadership Models. (SSCI: 2.569)
Angelle, P. S., Upson, C., & Knight, S. P. (2026). By Māori, for Māori:
Community Partnerships for School Leadership Cultural Development. Journal of Educational Administration
Flood, L. D., Angelle, P. S., & Woods, J. (2024). Utilizing quantitative instruments to better understand social justice leadership. Planning and Changing,51(3/4), 100-117.
Torrance, D., Forde, C., King, F., Mahfouz, J., Arlestig, H., Mifsud, D., Flood, L. D., Angelle, P. S., Chisolm, L. D., Harvie, J., McGowan, J., Mitchell, A., & Travers, J. (2023). Conducting comparative analyses: Creating an international research team from diverse country, policy, and education system context. Equity in Education and Society.
Flood, L. D., Angelle, P. S., & Koerber, N. D. (2023). A systematic review of the International School Leadership Development Network, social justice strand research, 2010–2021. Management in Education, 40(1), 44-54. https://doi.org/10.1177/08920206231160648
Klar, H., Angelle, P. S., & Okilwa, N. (Eds). (2025). Special Issue: Partnering for professional learning: International perspectives on partnerships for educational leadership preparation and development. Journal of Educational Administration.
Angelle, P. S., Koerber, N., & Wood, J. (Eds.) (2025). Special Issue: International Perspectives of Teacher Leadership. International Journal of Teacher Leadership.
Angelle, P. S. & Gordon, R. (2026). This is How We Be: Embracing Culturally Sustaining School Leadership in New Zealand. In L. Locke & S. Hayes (Eds). Bridging Leadership and School Improvement.
Angelle, P. S. (2025). Principals’ Continuing Development: Culturally Competent Leadership is Not Enough. In D. Gurr & P. Liu (Eds.) Educational Leadership Preparation and Development: An International Perspective.