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Camille Rénée Pauline Tyson Jacobs, Ph.D. is a 2025 graduate of the PhD Program in Leadership and Change at Antioch University.

Camille Tyson Jacobs at her Dissertation Defense.

From L-R: Dr. Betty Overton Adkins, Committee Chair, Dr. Linda Kligman, Committee Member, Dr. Woden Teachout, Committee Member

Dissertation Committee

  • Betty Overton Adkins, PhD, Committee Chair
  • Woden Teachout, PhD, Committee Member
  • Linda Kligman, PhD, Committee Member

Keywords

Restorative leadership, equity-driven leadership, leadership identity, school leadership, restorative practices, sensemaking theory, participatory leadership, relational accountability, mixed-methods, women school leaders, school culture transformation, educational leaders, school principals, female educators, women in leadership, K-12 education

Document Type

Dissertation

Publication Date

2025

Abstract

As schools increasingly adopt restorative practices, a parallel shift in leadership is occurring, challenging traditional leadership models like servant and transformational leadership. While research has largely focused on student outcomes, there is a critical gap in understanding how restorative practices influence school principals’ leadership. Given their central role in sustaining and expanding restorative initiatives, this study aimed to address that gap by developing a definitional framework for restorative leadership, grounded in the experiences of women school leaders in grades 5 to 12. Using sensemaking theory, the research examined how leaders conceptualize and apply restorative values in practice. Key questions included how restorative leadership is understood, how it shapes leadership identity, and how it is enacted in practice. A mixed-methods design was employed, integrating survey data (N = 52) and semi-structured interviews (N = 12). Findings revealed that while 51.92% of participants recognized the term “restorative leadership,” many were already practicing it without labeling it as such. Restorative leadership emerged as a dynamic process of knowing, being, and doing, rooted in self-awareness, relational repair, participatory decision-making, and collective well-being. It challenges hierarchical paradigms and fosters inclusive school cultures, with the potential to disrupt inequitable systems, improve school climates, and promote leader well-being. Based on these findings, several key recommendations for action are proposed: establishing Restorative Leadership Intensives (RLIs) to deepen principals’ engagement with restorative practices, integrating restorative leadership into leadership development programs and professional certifications, advocating for gender-equitable leadership models that emphasize relational strengths, and embedding restorative practices into school policies to create inclusive cultures. These actions aim to advance restorative leadership and align it with the evolving needs of educational leaders and school communities, ultimately positioning restorative leadership as a powerful catalyst for social change. By challenging hierarchical models, restorative leadership calls on school leaders to embrace restorative values, reimagine leadership practices focused on collective well-being, and drive systemic transformation. Restorative leaderships’ transformative potential extends beyond schools, empowering leaders in all sectors to champion movements for equity, reform, and societal change. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center, (https://etd.ohiolink.edu).

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Camille Tyson Jacobs

ORCID: #0009-0002-2732-3769

Rooted in a commitment to transforming educational leadership, Dr. Tyson Jacobs explores the intersection of restorative approaches and school leadership. Her research amplifies the voices of women school leaders, examining how they navigate the complexities of fostering accountability, care, and human connection in their schools. Through a generative exploration of restorative leadership, her work challenges hierarchical models, reimagining leadership as a relational and justice-centered practice.

With nearly two decades in education leadership, Dr. Tyson Jacobs has guided school leaders, district teams, and superintendents in integrating restorative approaches in urban school districts. A former school administrator, she understands firsthand the tensions and possibilities of leading restoratively within systems designed for compliance. As a 9/11 survivor, Dr. Tyson Jacobs views resilience not just as a leadership competency but as a way of life. Her work is dedicated to shifting mindsets, embedding restorative principles into leadership development, and cultivating communities that prioritize learning, healing, and collective responsibility.

Dr. Tyson Jacobs earned a PhD in Ethical and Creative Leadership from Antioch University’s Graduate School of Leadership and Change, further solidifying her commitment to fostering impactful change in individuals and organizations. She holds a Master’s in Education and School Administration from Cambridge College, a Master of Arts in Media Studies from Queens College, and a Bachelor of Arts in Radio and Television Production from SUNY New Paltz. Additionally, she has completed advanced studies in coaching, executive leadership, and restorative practices. Her lived experiences inform her belief that sustainable change begins with relationships and the courage to lead restoratively. As a “merchant of hope,” Dr. Tyson Jacobs remains dedicated to changing the world, one leader at a time.

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