| Summary: | Understanding technical skills of financial resource management is clearly one of the most important aspects of the school business administrator‟s job. Less clear is their understanding of the collaborative role played in addressing issues of equity and low achievement of marginalized students, and how decisions made about use of resources advances social justice and equity or perpetuates oppression within the school setting. This study examines the perceptions of school business administrators about how they can work most effectively with school leadership teams to leverage district funds to best support student achievement and equitable educational practices, while minimizing the detrimental effects of nationwide budget cuts. Emergent research is necessary to connect the position of the school business administrator to resource management practices supporting equal opportunity for all learners, advance issues of social injustice and inequities within school systems, and establish the school business administrator‟s knowledge of resource allocation in the context of social justice and equity. The theoretical framework for this qualitative study merges social critical theory, leadership for social justice theory, and the construct of bridge leadership to elevate the leadership role a school business administrator can play in contributing to the overall effectiveness of education and instruction. The researcher interviewed 14 school business administrators across the U.S. and used the constant comparative method to analyze data. Implications from the research include the need to better connect leadership to required school business official technical skills and improve SBO training and professional development === Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
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