TY  - JOUR
AB  - Purpose– The purpose of this study was to identify how current K-12 district and school leaders who are alumni of an educational administration program describe how they acquired the essential skills and experiences needed to be effective in the leadership positions. Design/methodology/approach– For this qualitative study, the authors interviewed program alumni of one university leadership preparation program regarding the experiences and training they identified as having prepared them with the necessary skills, knowledge, and attitudes to be successful in their positions, as well as which components of their administrative internship experiences, if any, they identified as having most prepared them for their positions. Findings– School and district administrators indicated they acquired the knowledge, skills, and attitudes necessary to become successful leaders through specific preparation experiences and opportunities. Key experiences cited by alumni included gaining some leadership responsibilities while they were teachers and further opportunities to lead in the administrative internship; engaging in practical, hands-on assignments in their graduate degree program courses; learning from other administrators with unique areas of work responsibilities, as well as from other schools and districts; and receiving guidance from a dedicated mentor. Originality/value– The findings from this study contribute to research in the area of administrator preparation by guiding preparation programs in prioritizing the types of training and practicum experiences that aspiring K-12 educational leaders receive as a component of their preparation programs.
VL  - 51
IS  - 6
SN  - 0957-8234
DO  - 10.1108/JEA-12-2011-0113
UR  - https://doi.org/10.1108/JEA-12-2011-0113
AU  - A. Thessin Rebecca
AU  - Clayton Jennifer
PY  - 2013
Y1  - 2013/01/01
TI  - Perspectives of school leaders on the administrative internship
T2  - Journal of Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 790
EP  - 811
Y2  - 2024/04/25
ER  -