A Study of Early Career Principals’ Perceptions of Their Induction Program

Abstract

Due to the dramatic changes in the roles and responsibilities of principals in the 21st century, there has been a need for professional development training and support for novice principals. In response to this need, a school district in a northern state in the USA started offering a Principal Induction Program (PIP) to the early career principals in the district in 2018. Regarding the program, there is a need to gain an understanding of the perceptions of the applications and the impact of the program. For that purpose, this study investigated the perceptions of new principles participating in the PIP. The study adopted a single case research design using qualitative data collected through semi-structured interviews with eight early-career principals and two mentors participating in the principal induction program. The qualitative data were subjected to content analysis. The results indicate that new principals have gained more knowledge about key components of effective practice and felt better equipped to carry out their role as school leaders, to establish positive learning environments in their buildings for all students, and to navigate the range of challenges associated with being a new principal. Based on the findings, recommendations were offered for future professional development programs designed for new principals.