How professional standards guide practice for school principals

Abstract

Purpose

The purpose of this study is to provide an empirical measure of how principals enact prescribed leadership standards into practice. The aim of the study was to ascertain how current school principals perceive the practice of a specific set of leadership standards.

Design/methodology/approach

A total of 61 practicing school principals in North Carolina were asked to rate (in a forced distribution) how they currently enact the North Carolina Standards for School Executives (their professional standards for certification and evaluation). Using Q‐methodology, factor analysis generated three model sorts. These factors are examined with the sorting data along with data from a post sort questionnaire.

Findings

The three factors that emerged in this study highlight that there is no one way leadership practices are lived in schools. Specifically, this study provided three distinct categories of how school principals practice leadership. The three factors that accounted for 38 percent of the variance in this study. The factors were named collaboration focus, policy focus, and vision focus. Each provides illustrative descriptions of what fosters and inhibits practices within each factor.

Practical implications

The findings have clear and present implications for how, why, and to what extent current school principals enact professional standards in the face of contextual factors that may complicate or even negate the efficacy of standardized practice. Such analysis holds promise that practices can be mediated in a meaningful manner.

Originality/value

This study adds value to the field by virtue of examining the dissonance between standards and practice. This study's methodology that seeks to operationalize subjectivity is original in the field of principal leadership.

Citation

Militello, M., Fusarelli, B., Alsbury, T. and Warren, T.P. (2013), "How professional standards guide practice for school principals", International Journal of Educational Management, Vol. 27 No. 1, pp. 74-90. https://doi.org/10.1108/09513541311289837