Principal Preparation Programs Research Articles

Advancing Middle Level Leadership: Middle School Principal Preparation Programs and Approaches to Leadership

Advancing Middle Level Leadership: Middle School Principal Preparation Programs and Approaches to Leadership

Leadership for the Future: Enhancing Principal Preparation Through Standards and Innovation

This manuscript presents a comprehensive analysis of NC State University’s redesigned principal preparation program, emphasizing its alignment with state and national leadership standards, innovative curriculum, and commitment to practical application. The program’s redesign addresses long-standing criticisms of traditional university-based leadership preparation, such as the disconnect between theory and practice, by incorporating data-driven instructional leadership, equity-focused training, and collaborative community engagement. Additionally, this article explores the role of specialized internships, full-time residencies, and the integration of technology in training future principals. The program’s success is demonstrated by improved principal placement, school outcomes, and teacher retention—particularly in high-need schools. Finally, the manuscript discusses the future of leadership preparation, highlighting the potential of artificial intelligence to further enhance decision-making, personalized professional development, and administrative efficiency, while addressing ethical considerations such as data privacy and equity.

Development and maturation of school principals’ viewpoint of physical education's value to the academic mission

School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.

Are Aspiring Principals Prepared to Lead for Equity? An Exploratory Analysis of the Principal Fellows Typology in North Carolina

While principals play critical roles in mediating inequitable teaching and learning conditions in their schools, scholars have long argued that some remain unprepared for this responsibility. However, these arguments are often supported by qualitative studies of school leaders, years after their pre-service preparation. Using survey data on two cohorts of Master of School Administration (MSA) graduates, also pre-service principals, across North Carolina, this study analyzes their perceptions about their preparedness to engage in equity-oriented leadership. The study leverages the new Principal Fellows policy in North Carolina, a competitive grant program that awards state funds to principal preparation programs demonstrating exemplary principal program features and a focus on preparing school leaders for equity, as the basis of its evaluation. Overall, MSA graduates reported being very well prepared to enact equity-oriented leadership practices, though this preparedness was significantly higher for graduates across Principal Fellows preparation programs. The main finding from this study is that principal preparation program quality is the most significant predictor of graduates’ preparedness to engage in equity-oriented leadership. The findings from this study offer implications for principal preparation programs, policy, and future research.

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.

Inclusive Principal Leadership and Family Engagement: Strengthening Parent Participation in IEP Meetings and Beyond

Principals play a critical role in creating inclusive schools for students with disabilities, but few studies focus on how principals foster meaningful engagement for parents of children with disabilities, especially within Individualized Education Program (IEP) meetings where important education decisions are made. Research focused on principal preparation further highlights the lack of preparation in special education which has likely led many principals to delegate special education duties and responsibilities. Consequently, many families feel silenced and disengaged in IEP meetings - which can lead to serious academic, legal, and financial consequences for both districts and families. In this article, we review literature on inclusive principal leadership and parent engagement to provide a set of evidenced-based recommendations to strengthen family participation in IEP meetings. In part, our recommendations are derived from our recent study of parents navigating the special education process and their experiences with principals. We conclude with final thoughts about how these recommendations can be woven into principal preparation programs, school improvement plans, and district efforts to implement IDEA.

An Examination of Educational Leadership Preparation in Ontario: Are Principals Prepared to Lead Equitably?

<p>In response to the changing demographics of schools in Canada and efforts to better equip principals to challenging inequity, leadership preparation programs have adopted new policies focused more on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program (PQP) course were interviewed to understand their perceptions on the program’s ability to prepare them to lead, and their perceptions on concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI, as well as their understandings of difference. Study findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators’ perceptions on their preparedness to lead. Utilization of Critical Race Theory in Education and Applied Critical Leadership additionally help frame analysis and support the need to integrate culturally relevant pedagogical practice into leadership preparation programs.</p>

The Mediating Effects of Generational Affiliation to The Influence of Principals’ Digital Leadership on Teachers’ Technological Self-Efficacy

New technology developments are rapidly altering the teaching and learning environment. Schools require leaders who can assist the transformation process and promote a digital culture of learning. As a result, this study aims to determine the influence of the respondents’ perceived digital leadership of principals on their technological self-efficacy when mediated by generational affiliation among private schools in Quezon province. Two instruments were used in this study: The principals’ Digital Leadership questionnaire, which is based on the International Society for Technology Education (ISTE) standard for Education Leaders (2022) was administered to school principals/heads, while Teachers’ Technological Self-Efficacy Questionnaire, which is based on the ISTE standard for Educators (2022) was administered to teachers. Descriptive and Inferential analysis was carried out using SPSS. The findings showed that the respondents significantly demonstrated generational work-related orientation, digital leadership, and technological self-efficacy. Furthermore, when respondents were categorized by generational affiliation, there were no significant differences in their work-related orientation, digital leadership, and technological self-efficacy. On the other hand, there was a significant influence of the principals’ digital leadership on teachers’ technological self-efficacy. Moreover, the respondents' generational affiliation/work-related orientation mediates the direct influence of Principals’ Digital Leadership on the Teachers’ Technological Self-efficacy. Principal preparation programs and teacher training programs may include technology-based leadership to improve technology integration in classrooms. It is advised that further studies be conducted on digital leadership and technical self-efficacy for administrators and teachers.

Lessons Learned: Considerations for Enhancing Principal Preparation Programs with Inclusive Special Education Practices

Lessons Learned: Considerations for Enhancing Principal Preparation Programs with Inclusive Special Education Practices

“It Wasn’t Just in My Head”: A Qualitative Study on Nurturing the Racial Literacy of Mexican American Aspiring School Leaders in South Texas

This qualitative study centers on interview data from ten Mexican American aspiring school leaders as they developed their racial literacy across two sociocultural foundations courses in a principal preparation program at a Hispanic Serving Institution in South Texas. The theoretical perspectives framing this study include notions of racial literacy and the subtractive schooling of Mexican school children in the United States. Findings illustrate how coursework strengthened Mexican American participants’ racial literacy in several ways. The discussion elaborates on racial literacy from theory to practice and the contextual elements that promote anti-racial literacy in P-20 settings in South Texas.

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.

“I had no knowledge of this”: disrupting majoritarian narratives regarding Mexican American K12 students and employing documentary film in the preparation of equity-oriented school leaders

ABSTRACT This qualitative study examines the experiences of primarily Latinx and Black aspirant school leaders in a social-justice oriented principal preparation program situated within a Hispanic Serving Institution in South Texas. Through the usage of weekly journal reflections and semi-structured interviews, this action research study employs Critical Race Theory, critical race heuristics, majoritarian narratives, and counter-stories as theoretical lenses to map the perspectives of aspiring school leaders as they view the film Stolen Education a documentary highlighting the historical injustices Mexican American K12 students endured in South Texas. Findings from this research highlight the erasure of Latinx history from K12 history books; the role of linguistic genocide in the film and in participants’ family histories; and the linkages between past and present injustices for Latinx pupils in K12 schools. The authors provide a discussion and implications on preparing school leaders given a growing conservative movement to squelch social justice issues from P20 education.

International Student Perceptions of an American Educational Leadership Program: A Look at Students Residing in Qatar and Their Quest to Receive an Advanced Degree from an American University

Transnational Higher Education has become more prevalent and an option that many international students seek. International students choose online education through United States universities for a plethora of reasons including the perceived high quality of US universities, the flexible modality of online education, and the associated reduced costs. This study seeks to examine the perceptions and experiences of international students residing in Qatar as they progress through a United States university’s online (hybrid of synchronous and asynchronous) master’s degree principal preparation program in Educational Leadership. This phenomenological qualitative study surveys international student candidates at the completion of the program to ascertain their experiences of receiving an advanced degree from a university in the United States. The candidates represent a variety of countries, yet work as teachers in various types of schools in Qatar. This study should add to the growing research of transnational education and help to provide a better understanding of international student insights.

The Geography of Principal Internships in North Carolina

Principal preparation programs play an important role in developing future school leaders’ skills and practices. Internships, or structured opportunities for future leaders to engage in the work of school leadership in hands-on, authentic ways, are among the most essential components of principal preparation. Using longitudinal data from 12 programs in North Carolina, this study extends research on internships by examining the pathways of interns from prior- to post-internship employment. We find that internships are highly localized around interns’ prior- and post-employment schools but not their preparation program, with wide variability in placements between programs. Interns’ demographics do not play a large role in shaping the geography of internship placements. However, we find that preparation program type is strongly related to the geography of internship placements, suggesting that differences in program structure may shape internship placements. We conclude by highlighting the limitations and discussing implications for future research.

Structures for continuous improvement in principal preparation

The requisite knowledge and skills of principals are in a constant state of flux. Principal preparation programs need to proactively create systems and structures for continuous improvement and create pathways for information-sharing in order to remain responsive to the needs of local districts. James Coviello, Joan I. Birringer-Haig, and Katherine C. Aquino share how their university has created structures for continual improvement that principal preparation programs can use to in ensure leaders are prepared to face the dynamic tempo of change.

Impact of Leadership Practices of Principals and Teachers on Classroom Management and School Environment Towards an Institutional Leadership Training Program

School leaders can facilitate the development of students’ educational competence to face challenges. Farr (2011) asserted that when school leadership is strategically examined, factors such as classroom management; school environment (i.e., internal and external to the school); and academic performance emerge. School leadership practices (i.e., those of principals and teachers) can change the academic trajectory of a school. Danielson (2010) emphasized that change itself comes from the collective efforts of teachers, schools, and communities. The school is an organization of learning and knowledge development within the community. School performance centers on academic achievement, and teachers are the core component of such achievement. School leadership assists in managing and shaping the flow of cultural information to support students’ academic progress. Good leadership may help children learn by encouraging them and boosting teacher participation and coordination. The study examines how school leadership approaches affect classroom management, school climate, and student achievement. The key results of this study will help principals/School Heads and teachers to develop and improve leadership skills and practices. A proposed training program was also crafted to help principals/administrators and teachers to enhance the classroom management, school environment, and academic performance of the students. In an era of higher standards and greater accountability, it is critical that schools have leaders who are prepared to do everything necessary to improve teaching and learning. Done right, principal preparation programs can help states put a quality principal in every school who knows how to lead changes in school and classroom practices that result in higher student achievement.

Pre-Service Principals in a Principal Preparation Program: Leadership Practices as a Response to COVID-19

The COVID 19 pandemic affected individuals and institutions globally, especially schools. As schools temporarily closed, teachers and administrators worked to develop innovative solutions to the problems generated by the crisis. In this qualitative case study, we examined the impact of leadership practices and responses to the COVID 19 pandemic as perceived by the pre-service principals who were enrolled in a university principal preparation program. Forty-four pre-service principals participated in an open-ended survey to identify leadership practices during the pandemic. Pre-service principals, in the findings, identified five main practices they experienced to overcome the pandemic’s challenges: (a) distributing meals for students and their families; (b) issuing learning materials and devices; (c) coordinating online instructions; (d) assisting leadership teams; and (e) leading professional development sessions to integrate the school teams’ experiences. The research team expects that these findings could assist decision makers in creating new leadership strategies to respond to the natural crisis that society is experiencing.

How are Principal Preparation Programs Preparing Leaders for Family and Community Engagement?

This qualitative content analysis of course descriptions and syllabi examines how family and community engagement are addressed in principal preparation programs. Relying on a conceptual framework that centers four areas of practice, the analysis determined only half of programs had a substantial focus on families and communities. Many programs that did address FCE relied on outdated literature and standards or lacked authentic skill-development experiences to prepare school leaders for collaboration with family and community members. The results suggest many aspiring principals are leaving educational leadership programs ill-equipped to lead more democratic approaches to schooling and unaware that such models exist.

PERCEPTIONS OF THEIR ACADEMIC TRAINING FOR THE HUMAN CAPITAL MANAGEMENT FUNCTIONS OF THEIR ROLE

The principal manages many employees, including teachers and other certified staff. Therefore, they need to receive specialized training toward this end. Unfortunately, previous research has shown that many principals do not receive this training and education. This study explores principals perceptions of the academic training they received. Specifically, the study examines their thoughts and opinions regarding how well they were trained for their roles human capital management functions. This study utilized a mixed-method survey research design to obtain information from a sample of PK-12 school principals. The researchers employed a 25-item online questionnaire to assess the principals perceptions of the principal preparation programs they participated in before initiating their principalship. This questionnaire included open- and close-ended questions to evaluate their perceptions and thoughts. One-Way ANOVA was used to analyze Likert-style data and explore the perceptions of completing a human resource capital management course. A thematic qualitative analysis was also used to identify and analyze themes within qualitative data. The findings revealed that respondents shared the same desire to complete a human capital management course, principals with varying degrees of experience perceived their masters degree in educational leadership as preparing them for the post of principal in the same way, and principals must believe they have the relevant knowledge and skillsto help them perceive that they are operating as efficient and effective human capital managers.

Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic.

Purpose: To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a window into K-12 crisis leadership and policy sensemaking more broadly. Research: Investigating two districts over two years (2020-2022), data gathered include 39 hours of interviews with K-12 leaders (n = 41) and teachers (n = 18), federal/state-level policy documents (N = 64) governing these districts, and school staff responses to the Comprehensive Assessment of Leaders for Learning survey (N = 111). Drawing theoretically upon sensemaking, crisis leadership/management, law/policy implementation, and organizational theory, these data were analyzed using both inductive and deductive coding over several phases. Findings: In tracing the confluence of federal/state-level guidance and local capacities, we find both influenced K-12 leaders' sensemaking and subsequent responses to COVID-19. However, districts that possessed adequate expertise and organizational resources were better positioned to respond to the crisis, whereas those lacking such capacities experienced increased anxiety/stress. Conclusion: We argue that the COVID-19 pandemic provides a new window into the critical external/internal factors influencing K-12 leader sensemaking and subsequent responses to crises more broadly. We also discuss the potential role intermediate service agencies might play in the development of a stronger crisis response infrastructure for associated districts and schools. Finally, we point out how principal preparation programs and professional development efforts could prospectively address such crisis-related challenges faced by K-12 leaders.