Principal Candidates Research Articles

Applying to Lead: A Mixed-Methods Investigation of Prospective Principals’ Job Application Strategies in Two Urban Districts

Purpose: Urban school districts often face challenges in filling principal vacancies with effective leaders, especially in high-needs schools. Prospective principals’ engagement with the job application process may contribute to these challenges. The goal of this study is to better understand the job search strategies and behaviors of prospective principals and how their approaches might contribute to leadership staffing challenges in high-needs schools. Research Design and Methods: We employ a convergent mixed-methods design that draws on data from two urban school systems. We pair analysis of interviews of 36 principals who have recently navigated the districts’ hiring systems with multiple years of applications and other administrative data provided by the two districts. We explored how patterns and themes that emerged from each data source were confirmed or disconfirmed with the other source. Findings: Guided by a job-search model, our analysis uncovers three main findings. First, the typical principal applicant conducted a targeted rather than a wide search, reflecting multiple strategies, preferences, and relational factors. Second, elementary educators showed a strong propensity to apply to the same grade level. Third, leaders applied to schools serving larger proportions of historically marginalized students at similar rates as other schools, reflecting their motivations to work with underserved students. Implications for Research and Practice: Considerations informing prospective principals’ job searches are multifaceted. High-needs schools are desirable to many principal candidates. Identifying and strategically recruiting candidates with preferences for working in such schools can be a strategy for districts seeking to overcome challenges in filling principal vacancies.

Preparing Early Education Leaders: An Analysis of UCEA Principal Preparation Programs

Purpose: Recently, a confluence of factors has focused elementary school leaders on early education. One factor is that nearly 60 percent of all public elementary schools in the U.S. today have a Pre-K program in the building. Yet, prior research reveals that leaders are often not prepared to effectively lead early education programs. This study assesses the current state of early education leadership preparation among UCEA-affiliated programs. Method: Using a sequential explanatory mixed-methods approach, our study draws on survey data from 232 principal preparation faculty members at UCEA-affiliated programs, follow-up interviews with 20 purposively sampled survey respondents, and content analysis of 113 program web pages. Findings: We found that preparation programs currently afford little attention to early education leadership coursework and content, despite faculty expressing it as an important goal. Only four percent of faculty from the survey reported that their program required a course focused on child development and/or early education—a finding corroborated by the website analysis. Last, our interviews reveal reasons for the limited engagement with early education leadership, including time constraints, limited faculty experience, and licensure and accreditation requirements. Implications: Policymakers aiming to improve early education leadership may revise principal certification requirements that could prompt revisions in principal preparation programs. Principal preparation programs, similarly, could revise their programming to intentionally expose principal candidates to key topics in early education leadership. A bi-directional and concerted reform effort is likely needed to meaningfully advance change in this area.

A Descriptive Study of Principal Candidates’ Equity-Oriented Work in Their Internships in One Preparation Program in Texas

We examined the equity-oriented leadership experiences of 23 principal interns in one principal preparation program in Texas. Our analysis of interview and internship log data revealed that the principal interns engaged in a range of equity-related work, and they led more of that work than expected. However, their leadership work was concentrated in access and achievement, to the exclusion of power and identity. We offer a window into what principal candidates are—and are not—learning through their internships. We also identify opportunities for future research and how preparation programs and districts can facilitate more equity-oriented work among interns.

A Comparison of the Internship Experiences of Aspiring School Leaders in a Principal Residency and Traditional Principal Preparation Program in Texas

The principal internship is a crucial component of principal preparation programs (PPP) in the U.S. and, increasingly, in other countries. The purpose of this study was to compare the experiences and work of principal candidates enrolled in one principal residency program (PRP) to candidates enrolled in a traditional principal preparation program at the same university. Using an embedded case study design, we collected survey, log, and interview data from interns enrolled in two different programs at one university across two semesters. We analyzed the quantitative data using descriptive statistics and iterative rounds of coding to analyze the interview and log data. Our findings suggest that the interns in both groups had a wide variety of authentic leadership experiences but that the residents had higher levels of engagement than did the traditional interns. Our findings add to our understanding of the depth and quality of interns’ leadership experiences and how program structures may shape those experiences. We conclude with recommendations for principal preparation programs.

Principals’ Managerial Skills in the Elementary Schools of Southern Papua

This study aimed to describe teachers’ perceptions of principals’ managerial skills in the elementary schools of southern Papua, Indonesia. We used a survey research approach to explore the elementary school teachers' perceptions of school principals' managerial skills. To attain the objective, one survey questionnaire was distributed to 1277 respondents, conveniently picked from amongst the elementary school teachers in Southern Papua, Indonesia. All respondents were asked to give their perceptions on a four-point Likert scale by providing a checking mark (√) on each given item that they value to be the most appropriate to describe the situation. The descriptive statistical analysis technique was performed by generating frequency and mean scores to describe teachers’ perceptions of their school principals’ managerial skills. The descriptive statistical analysis revealed that the elementary school principals’ managerial skills were perceived as moderately low by the respondents as the general mean of the data is 2.6924E3 with a standard deviation of 174.34789 and a general mode of 2. Based on the result of descriptive statistical analysis, it is recommended that educational policymakers in Southern Papua to recruit school principal candidates based on the national standard required for a qualified school principal

The Effect of the COVID-19 Pandemic on the Internship Experiences of Principal Candidates in Texas

This paper investigated principal interns’ leadership work during the COVID-19 pandemic in Texas. We used data from one-on-one semistructured interviews to document the experiences of 21 principal candidates in spring 2021 through spring 2022. Participants’ leadership work changed in four ways during the pandemic: striving, intensifying, expanding, and limiting. We also found that the changes that participants reported varied across the three semesters we studied. Our findings highlight how the pandemic, in some cases, the pandemic created new opportunities for interns, while in other cases, it led to an intensification or limiting of work that narrowed interns’ leadership work.

MEMBANGUN SENSE OF BELONGING (RASA MEMILIKI) INDIVIDU DAN MENERAPKANNYA SEBAGAI WUJUD MOTIVASI DIRI DALAM BEKERJA DAN KECINTAAN TERHADAP ORGANISASI PADA YPK DON BOSCO KAM

Sense of belonging is a something valuable that is owned by individuals in the organization when working. An understanding of diversity is not enough to build a positive work environment. It takes a strong sense of belonging to the organization by individuals as organizational human resources, so that a sense of responsibility and genuine effort is created in each individual's performance. Someone who has a sense of belonging will be able to act caring, attached, have empathy, be motivated and even be able to empower himself even without any encouragement. The seminar activity aims to grow and develop the knowledge, attitudes and skills for YPK Don Bosco KAM principal candidates, so that they are able to properly manage schools entrusted by the institution to them and support the success of improving the quality of learning in schools, building good social relations, which makes the school a second home for students, teachers and educational staff, and most importantly realizes that building a sense of belonging starts with oneself, from small things and to started from now, and applying it as description of self-motivation at work and applying it as description of self-motivation in work and love to the organization.

Habitus patriarki pemilihan calon Kepala Sekolah di SMA Negeri Sumenep

The schools in Sumenep still become spaces that reproduces patriarchy. Documentation data at two high schools, SMAN 1 Kalianget and SMAN 1 Sumenep, show that for 15 years the majority of teachers selected to participate in the selection of principal candidates were male teachers. This study aims to analyze the patriarchal habitus of selecting prospective principals at SMAN 1 Sumenep and SMAN 1 Kalianget. So far, the selection of school principal candidates has been a contested space that is full of conflicts, but is often forgotten. The method used is qualitative with a Schutz phenomenological approach. Interviews, observations, and documentation became tools for data collection. Through Bourdieu's theory, the result is that the reproduction of the patriarchal teacher selection to participate in the selection of prospective principals occurs due to the defeat of female teachers' accumulated capital with male teachers. In addition, there is the politicization of religion and matrilineal relations with patriarchy being the main habitus. This condition causes female teachers to experience defeat in an arena.

Selection Process of School Principals in Indonesia and Some Other Countries

The vital roles of school principals and the need for a professional selection and preparation process for school principals have encouraged the necessity of studying the process of preparing school principals in Indonesia. In developed countries, the main candidates are judged not only on their traditional management skills but also on their professional leadership skills. Principals are responsible for improving the quality of the schools they lead, so in developed countries, that becomes the main focus of assessment. In Indonesia, the policy for the preparation and selection process of school principals must be reviewed in a goal-oriented manner for the sake of improving education quality. This research aimed to providing recommendations for improving the selection process of principals in Indonesia through a comparative analysis. Method in this research using literature review. This literature review collected data or sources related to a particular topic derived from various sources, such as journals, books, the internet, and other libraries. The results of the discussion indicated that there were similarities and differences in the selection processes for principals in Indonesia and the comparative countries in this study. Since the rules for selecting school principals in Indonesia often change, school principal candidates must always adapt to new regulations.

Towards a pattern language for complex-mode mission concept generation

New space mission profiles arise from the convergence of reduced launch prices, miniaturization of electronics and the maturation of on-orbit servicing technologies. Additionally, a shift towards challenging Lunar objectives pushes for interconnected and complex-mode missions, and trends towards low-cost, sustainability and autonomy also encourage complex modes. The field of space logistics aims to develop conceptual and computational tools to optimize multi-node material-flow networks. However, existing tools insufficiently address the challenge of generating and comparing mission concepts methodically. Through a comprehensive literature review and a case study, we: (1) establish a need for a design support tool for early-phase complex space mission concept generation; (2) establish the potential of a novel approach using pattern languages; (3) propose and describe a concept for an innovative interdisciplinary tool using the identified methods; (4) verify the proposed support tool concept by replicating the Apollo study results as a proof of concept. We created a pattern language in which words are mission concept of operations elements, the grammar is an assembly algorithm allowing to generate options automatically, and the writing system is intuitively readable diagrams illustrating candidate mission modes. Key figures of merit are also automatically compiled. Among the concepts we generated for the Apollo proof of concept study, the four principal candidates considered in 1962 were captured and ranked in the same order as historically and in recent literature. Findings are consistent with Apollo’s choice of designing two modules to be separated in Lunar orbit, thus confirming the proposed tool’s potential. Decision-makers could be supported in the early stages of the mission design process, where most of the value is locked in, by complementing existing methods such as concurrent engineering. Efficiently designing complex-mode missions is key to enabling cost-effective and highly ambitious missions, therefore supporting cislunar economy development. • Gap for a design support tool for early-phase complex space mission design. • Potential of a novel approach using pattern languages and matheuristics. • Proposition and description of a concept for an innovative interdisciplinary tool using pattern languages and matheuristics. • Verification of the proposed support tool concept by recreating the Apollo study results as a proof-of-concept.

Branches in the Pipeline: Status-Seeking in Principal Licensure Candidates

Branches in the Pipeline: Status-Seeking in Principal Licensure Candidates

Targeting Mitochondria and Oxidative Stress in Cancer- and Chemotherapy-Induced Muscle Wasting.

Significance: Cancer is frequently associated with the early appearance of cachexia, a multifactorial wasting syndrome. If not present at diagnosis, cachexia develops either as a result of tumor progression or as a side effect of anticancer treatments, especially of standard chemotherapy, eventually representing the direct cause of death in up to one-third of all cancer patients. Cachexia, within its multiorgan affection, is characterized by severe loss of muscle mass and function, representing the most relevant subject of preclinical and clinical investigation. Recent Advances: The pathogenesis of muscle wasting in cancer- and chemotherapy-induced cachexia is complex, and encompasses heightened protein catabolism and reduced anabolism, disrupted mitochondria and energy metabolism, and even neuromuscular junction dismantling. The mechanisms underlying these alterations are still controversial, especially concerning the molecular drivers that could be targeted for anticachexia therapies. Inflammation and mitochondrial oxidative stress are among the principal candidates; the latter being extensively discussed in the present review. Critical Issues: Several approaches have been tested to modulate the redox homeostasis in tumor hosts, and to counteract cancer- and chemotherapy-induced muscle wasting, from exercise training to distinct classes of direct or indirect antioxidants. We herein report the most relevant results obtained from both preclinical and clinical trials. Future Directions: Including the assessment and the treatment of altered redox balance in the clinical management of cancer patients is still a big challenge. The available evidence suggests that fortifying the antioxidant defenses by either pharmacological or nonpharmacological strategies will likely improve cachexia and eventually the outcome of a broad cancer patient population. Antioxid. Redox Signal. 38, 352-370.

Effectiveness of Education and Training Model In-On-In in the Supervision Competency Perspective of Principal Candidates

The results of the national school principal competence of supervision test (UKKS) indicate the fact, which is low. Efforts to improve these competencies are through education and training of prospective school principals through the In-On-In model. Form of implementation of regulations that have been set by the government, which is expected to be able to improve the competence of school principals. This comparative descriptive research design is carried out in order to compare the competence of school principals before and after attending the In-On-In model of education and training. Result of this research show differences in the competence of supervision of prospective school principals between before and after participating in the In-On-In model education and training.

Scoping Out the Uncertain Simplification (Complication?) Effects of VATs, BATs and Consumed Income Taxes

Of the many things we do not know about a national, broad-based consumption tax, this article addresses only one of the important uncertainties: the impact of a consumption tax on the overall intricacy of the federal revenue system. More specifically, this article examines some important issues regarding the effects on tax system complexity of the three principal candidates for a national consumption tax-the European-style, credit method value added tax (VAT), the subtraction method VAT, and the consumed income tax.Under a credit method VAT, a business subtracts the VAT paid on its purchases (including capital expenditures) from the VAT it collects on sales and either remits to the government the tax collected in excess of tax paid or receives from the government a refund of tax paid in excess of tax collected. This system effectively taxes each business on the value that it adds to goods and services. Under a subtraction method VAT, a business deducts business purchases, including capital outlays, from sales and pays tax on the difference. A subtraction method VAT, sometimes called a business activities tax (BAT), differs from a single-rate credit method VAT only in computation procedure, and the two taxes produce the same revenue if imposed at the same rate. Businesses are usually required to settle VAT accounts with the government more often than annually.

Nanomaterial-immobilized lipases for sustainable recovery of biodiesel – A review

In recent years, the development and deployment of nano-immobilized lipases, as robust biocatalysts, has appeared a promising alternative for biodiesel production. There is a significant hike in using nano-sized support matrices for enzyme-based biotransformation bioprocesses with ever-increasing scientific awareness and nanotechnological advancement. Several nano-scale materials include magnetic and non-magnetic nano-particles, silica nano-particles, carbon nanotubes, graphene/graphene oxide, electrospun nanofibers, metal–organic frameworks, and other nanohybrid matrices are of supreme interest that can shield the catalytic attributes of enzymes after immobilization. Furthermore, nano-sized support matrices immobilized enzymes also offer numerous advantages that native enzymes fail to display on their own, such as high catalytic efficacy, high catalytic turnover, induced stability under harsh reaction conditions, high resistivity against reaction by-products (which otherwise can hinder/inhibit the pristine enzyme), low mass transfer limitation, and high yield under mild processing environment. Lipases are considered principal candidates (biocatalysts) for biodiesel production via transesterification processes, among several industrially relevant enzymes. The nano-immobilized lipases showed a broader working range under different pH and temperature conditions, a highly requisite challenge in indusial settings. Herein, we reviewed several perspectives of sustainable biodiesel production using nano-immobilized lipases. First, following a brief introduction, this review is spotlighting numerous existing and state-of-the-art strategies for lipase immobilization on nanomaterials. Second, the critical factors that characterize nano-biocatalysts are discussed to show the need for optimal reaction conditions to further sustainable transformation. Third, promising nano-carriers to develop lipase-based nanobiocatalyst are given with suitable examples. Fourth, some influential factors that improve the overall performance of nano-immobilized lipases are discussed in terms of the sustainability and processability of the entire production process. Lastly, the contemporary challenges and key considerations for sustained biodiesel production from waste resources are also given for future studies.

Fatty Acids, CD36, Thrombospondin-1, and CD47 in Glioblastoma: Together and/or Separately?

Glioblastoma (GBM) is one of the most aggressive tumors of the central nervous system, characterized by a wide range of inter- and intratumor heterogeneity. Accumulation of fatty acids (FA) metabolites was associated with a low survival rate in high-grade glioma patients. The diversity of brain lipids, especially polyunsaturated fatty acids (PUFAs), is greater than in all other organs and several classes of proteins, such as FA transport proteins (FATPs), and FA translocases are considered principal candidates for PUFAs transport through BBB and delivery of PUFAs to brain cells. Among these, the CD36 FA translocase promotes long-chain FA uptake as well as oxidated lipoproteins. Moreover, CD36 binds and recognizes thrombospondin-1 (TSP-1), an extracellular matrix protein that was shown to play a multifaceted role in cancer as part of the tumor microenvironment. Effects on tumor cells are mediated by TSP-1 through the interaction with CD36 as well as CD47, a member of the immunoglobulin superfamily. TSP-1/CD47 interactions have an important role in the modulation of glioma cell invasion and angiogenesis in GBM. Separately, FA, the two membrane receptors CD36, CD47, and their joint ligand TSP-1 all play a part in GBM pathogenesis. The last research has put in light their interconnection/interrelationship in order to exert a cumulative effect in the modulation of the GBM molecular network.

Attributes of Highly Diverse Principal Preparation Programs: Pre-enrollment to Post-completion

ABSTRACT To learn how principal preparation programs can diversify their enrollment, thereby diversifying the educational leadership workforce, we conducted in-depth interviews with coordinators from a pre-identified sample of the most racially and ethnically diverse principal preparation programs in the U.S. Based on thematic analysis of these interviews, we theorize how they have been successful recruiting and graduating diverse cohorts of principal candidates and supporting them in school leadership roles. We found that social justice- and equity-focused aims , comprehensive supports, and district partnerships were essential across all stages of program involvement , from recruitment and enrollment to completion and inservice professional development.

Metaphoric Perceptions of School Principal Candidates: Being a School Principal

The purpose of this research is to determine the perceptions of vice-principals and teachers, who are candidate principals, about being a school principal through metaphors. For this purpose, the candidate principals produced metaphors regarding the concept of being a school principal. In the qualitatively designed research, phenomenology the research design used. The vice-principals and the teachers attending the series of in-service training courses held for candidate principals in Nicosia during the 2018-2019 academic year constituted the study group of the study. Research data were collected using a semi-structured interview form. The semi-structured interview form included the metaphorical definition of the school principal and the reason to produce the mentioned metaphor. To analyze the data content analysis method was applied. The perceptions of the candidate principals revealed twenty-six metaphors regarding the concept of being a school principal. These metaphors were gathered under nine categories by the researchers. The produced categories namely are guiding school principal, protecting school principal, diligent school principal, negatively behaving school principal, balancing school principal, superior power user school principal, acting school principal, the school principal as the source of information and indispensable school principal. The most produced metaphor by the candidate principals is called a school principal is a conductor. A school principal is similar to a commander, an orchestra conductor, a theatre artist, a bull, a mirror, a clock, a mother/father, a bridge, an acting, a state, a lion, a nervous system and a building foundation. To determine a series of metaphors classified under eleven categories and the most repeated metaphors were classified under the guiding school principal category.

Principal Candidates’ Reflective Learning During a Full-Time Internship

In this case study, we explore how principal candidates made sense of their internship by analyzing their weekly reflections during a school year. We found that candidates’ views of leadership developed from viewing leadership solely through the lens of making decisions and providing direction, to recognizing that much of the work of a school leader came from building relationships and delegating leadership responsibilities. Candidates’ experiences managing student discipline, conducting classroom walkthroughs and teacher evaluations, and leading professional development and professional learning communities (PLCs) were especially developmental. We conclude with implications for preservice training programs and future research.

Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race

Background:Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct.Purpose:Although teacher and principal preparation practice and research are distinct, addressing racial inequities in K–12 students’ schooling experiences is central to the work within both professional arenas. In this literature review, we bring together these bodies of literature as we think about ways that preparation supports principals and teachers in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates’ transformative learning around race?Research Design:This review focuses on peer-reviewed literature on race within teacher and principal preparation published between 2001 and 2018. We reviewed studies here that are: (1) empirical, (2) focused on principal or teacher preparation, (3) focused on preparing candidates around issues related to race or racial inequity, (4) published between 2001 and 2018, and (5) based in the United States. We ultimately identified 79 articles, 24 related to principal preparation and 55 related to teacher preparation. We drew on critical transformative learning theory to guide our analyses.Findings:Overall, we identified more commonalities between the two literatures than differences. Our review suggests that race is understood in three main ways: in terms of “difference,” “power,” and “racism.” Race-as-difference focuses on differences between individuals related to race or culture. Race-as-power emphasizes that these differences result from systemic oppressions. Race-as-racism centers racism and/or white supremacy. This review reveals complexities of transformative learning across three areas: how candidates’ backgrounds inform their learning; how clinical experiences present opportunities and constraints for learning; and how emotions influence learning.Recommendations:Preparation programs must educate teachers and principals about race-as-racism. Candidates need to come to understand the role of systemic racism in society and in schooling, beyond understanding individual differences. Critically, teacher and principal preparation faculties must work together across courses and experiences. Finally, there is a need for those who educate educators to receive preparation for this role.