Research Interests
Frances Martinez-Perez, Ph.D.
Assistant Professor
Dr. Frances Ann Martinez-Perez’s research agenda centers on educational leadership, with a particular emphasis on teacher leadership development, organizational conditions that enable effective leadership practice, and the role of artificial intelligence in supporting instructional and administrative effectiveness. Her scholarship examines how leadership beliefs, skills, organizational climate, education, and reflective practice shape teacher and administrator effectiveness. Current areas of inquiry include teacher leadership roles and voice within campus and district decision-making structures, leadership efficiency and capacity-building through AI-supported tools, and leadership development in rural and high-need educational contexts.
Her broader scholarly interests include the development of leadership capacity, the conditions that support teachers as leaders, reflective leadership practice, instructional improvement, and the intersection of emerging technologies and educational leadership. Her recent scholarship and presentations have explored tiered leadership structures, organizational roles for effective teacher leadership, AI-supported teacher development and coaching, reflective leadership, and the leadership and policy implications of emerging K–12 issues. Across these areas, her work is grounded in a practitioner-oriented approach that connects research with the day-to-day realities of educational leaders, particularly in rural and high-need settings.
Her broader scholarly interests include the development of leadership capacity, the conditions that support teachers as leaders, reflective leadership practice, instructional improvement, and the intersection of emerging technologies and educational leadership. Her recent scholarship and presentations have explored tiered leadership structures, organizational roles for effective teacher leadership, AI-supported teacher development and coaching, reflective leadership, and the leadership and policy implications of emerging K–12 issues. Across these areas, her work is grounded in a practitioner-oriented approach that connects research with the day-to-day realities of educational leaders, particularly in rural and high-need settings.