Search results

1 – 10 of over 12000
Click here to view access options
Article
Publication date: 26 September 2008

Brown Onguko, Mohammed Abdalla and Charles F. Webber

The purpose of this paper is to present an overview of the principal preparation programming available to school leaders in Kenya and Tanzania.

Downloads
1576

Abstract

Purpose

The purpose of this paper is to present an overview of the principal preparation programming available to school leaders in Kenya and Tanzania.

Design/methodology/approach

The authors analyzed information about the educational leadership programmes offered by a range of public and private institutions in East Africa. Data were gathered primarily through document analyses based on publicly available information describing certificate, diploma, and degree programs related to principal preparation in Kenya and Tanzania.

Findings

A description is offered of the intended client group for leadership preparation programmes along with an overview of programme content, structure, delivery modes, and credentialing. Gaps were noted in the areas of instructional leadership, educational technology, and visioning. Further, the authors noted the insufficient capacity of educational institutions in East Africa to prepare new principals or to offer ongoing professional development.

Research limitations/implications

The study was limited to publicly available documents. There is a marked need for more detailed empirical reports of principal preparation in sub‐Saharan Africa.

Practical implications

The suitability of the content of existing principal preparation programs warrants closer examination.

Originality/value

This report contributes to the understanding of principal preparation in sub‐Saharan Africa in terms of its capacity, content, and delivery modes.

Details

Journal of Educational Administration, vol. 46 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Click here to view access options
Book part
Publication date: 30 December 2011

Tiedan Huang and Alexander W. Wiseman

The purpose of this study is to review the landscape of empirical evidence on school leadership preparation and subsequent school-level effectiveness while conceptually…

Abstract

The purpose of this study is to review the landscape of empirical evidence on school leadership preparation and subsequent school-level effectiveness while conceptually exploring how societal transformations and educational changes shaped leadership development within the mainland of the People's Republic of China. Conceptually, this study is informed by Murphy and Vriesenga's (2006) comprehensive review of empirical work on leadership preparation, evaluative work on the pathway from preparation to school-level practice (cf, the UECA taskforce on evaluating the effectiveness of leadership preparation; Orr & Kottkamp, 2003; Orr & Orphanos, 2011) and empirical literature on school improvement. Data come from extensive reviews of English and Chinese language articles, conference papers, doctoral and master's theses, and other reports of research on the preparation of school leaders in Mainland China. Using a combination of inductive and deductive strategies, the lead author analyzed all selected sources using a three-pronged framework: who is being prepared for school leadership positions in China, by what design and delivery methods they are being prepared, and how well they are fulfilling leadership practices and expectations for which they are being prepared. The current analysis adds to the international knowledge base of the pathway between preparation and practice. It also highlights the importance of considering the cultural, social, and political context that shapes conceptions of leadership and the design and implementation of educational leadership preparation programs.

Details

The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

Keywords

Click here to view access options
Article
Publication date: 28 April 2020

Kimberly Kappler-Hewitt, Heidi Von Dohlen, Jess Weiler, Bonnie Fusarelli and Barbara Zwadyk

The purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of…

Abstract

Purpose

The purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of the USA. The researchers used coaching architecture in this context to include the assignment of coaches to interns, dosages, and enactment of evaluation and confidentiality.

Design/methodology/approach

The researchers used a qualitative, collective case study research design that included semi-structured interviews of program directors and coaches from each of five programs, totaling 19 interviews that lasted from 30 min to an hour and 15 min each.

Findings

Commonalities among architectures of principal intern coaching designs included coaching assignment by geography, frequency and format of coaching sessions and length of the internship. All five programs recommend continuing coaching into initial years of administration. Points of distinction pertained to the utilization of external versus internal coaches, confidentiality and evaluation by coaches.

Research limitations/implications

This study may inform coaching models for principal preparation programs within similar contexts. Because all five programs are grant-funded within one US state, generalizability and transferability cannot be assumed.

Practical implications

The authors provide design considerations for coaching programs, as well as policy considerations and directions for future research.

Originality/value

While coaching is increasingly used in leadership preparation programs, there is a paucity of research regarding the nature of coaching models, especially in terms of their architecture. The researchers examine, compare, and contrast coaching model architecture, raising important considerations for coaching designs.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Click here to view access options
Article
Publication date: 1 March 1992

Mitchell D. Chester and Raymond L. Pecheone

Aims to present a framework for licensing school principals in theUnited States, specifically the state of Connecticut. Contains threeelements that depart substantially…

Downloads
86

Abstract

Aims to present a framework for licensing school principals in the United States, specifically the state of Connecticut. Contains three elements that depart substantially from other initiatives to reform preparation and licensure. (1) Pre‐service preparation of principals will focus on the knowledge base for teaching and learning. As currently conceived, it is possible for a candidate to qualify for initial certification without taking formal coursework in educational administration. (2) Study of educational administration will occur during the beginning years of administrative service. (3) Licensure will be performance‐based. Candidates for initial certification will need to demonstrate their knowledge of teaching and learning and their ability to evaluate and supervise teaching. Prior to professional certification, principals will be required to show that they fostered a school culture that focused on teaching and learning and where all students achieved. Begins with discussion of the role of licensing and recent calls for reform of principal preparation and licensure. Following a review of the literature that supports Connecticut′s reform strategy, presents five postulates it is believed will advance the revision of preparation and licensure. Follows a hypothetical candidate from pre‐service through to professional certification to explain how Connecticut′s proposal is implemented. Includes a consideration of licensing in countries other than the United States in the summary.

Details

International Journal of Educational Management, vol. 6 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Click here to view access options
Book part
Publication date: 8 November 2010

Izhar Oplatka and Duncan Waite

In September 2009, a special committee of the Israeli Institute of School Leadership has published its final report in which new perspectives, contents, and teaching…

Abstract

In September 2009, a special committee of the Israeli Institute of School Leadership has published its final report in which new perspectives, contents, and teaching strategies are suggested to replace old, traditional forms of principal preparation programs in this country. The purpose of this chapter is to describe, first, the new construction of leadership development programs in Israel and its underlying principles and historical background, and, second, to raise some ponderings into its applicability and its quality in terms of practical suggestions and expected teaching strategies. The chapter includes the following elements: a brief introduction of the current principal preparation programs in Israel (briefly), the special committee, the aims of this chapter, importance, and organization of the chapter; the theoretical background based on the research on principal preparation programs worldwide, its shortcomings, and impediments; a historical debate of principal training in Israel – the current state, American influences, weaknesses, rational, basic principles, the new model, purpose, contents, and instructional methods; and critical and future considerations including the weaknesses of the new model, the “chances” to apply this report into the Israeli (or any) educational system, and the potential facilitating versus impeding factors.

Details

Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership
Type: Book
ISBN: 978-0-85724-445-1

Click here to view access options
Article
Publication date: 6 May 2014

Charles F. Webber, Kobus Mentz, Shelleyann Scott, Janet Mola Okoko and Donald Scott

– The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue.

Abstract

Purpose

The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue.

Design/methodology/approach

The three-stage ISPP study utilized a mixed-methodological approach. Data were gathered in Kenya, South Africa, and Alberta, Canada utilizing a survey instrument that contained items that focussed on: problematic leadership responsibilities, prior leadership development experiences, and perceived adequacy of leadership preparation experiences.

Findings

Leadership preparation in Kenya and South Africa was relatively unstructured, compared to structured university-based leadership preparation in Alberta. The assumption in Kenya and South Africa was that classroom teaching was adequate preparation, while Alberta respondents perceived teaching and leadership as discrete knowledge sets. Content of preparation experiences in Kenya and South Africa was mainly about teaching and learning, while in Alberta it was more about instructional leadership. Kenyan principals felt prepared for the principalship. Alberta principals stated that they were ill prepared to deal with day-to-day responsibilities. Senior South African principals felt they were not prepared for school improvement while younger principals felt they were adequately prepared.

Practical implications

Findings suggest that providers utilize cross-cultural partnerships that incorporate technology-mediated dialogue and action research. Cross-cultural learning should be considered co-learning. Preparation should include partnerships between western institutions and informal groups of principals in settings such as Kenya and South Africa. The study informs policymakers, researchers, and school leaders.

Originality/value

The cross-cultural comparisons in this paper inform understandings of the principalship in relation to organizational change in schools.

Details

Journal of Organizational Change Management, vol. 27 no. 3
Type: Research Article
ISSN: 0953-4814

Keywords

Click here to view access options
Article
Publication date: 16 March 2020

Frank Perrone, Mary F. Rice, Erin A. Anderson and Sajjid Budhwani

Principal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is…

Abstract

Purpose

Principal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.

Design/methodology/approach

Data were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.

Findings

Roughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.

Research limitations/implications

This study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.

Practical implications

Findings make a clear call for more research into online principal preparation program design and course delivery.

Originality/value

This study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.

Details

Journal of Educational Administration, vol. 58 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Click here to view access options
Article
Publication date: 22 March 2011

Simon Clarke, Helen Wildy and Irene Styles

This paper aims to highlight what principals consider their most severe challenges in the first three years of appointment and the extent to which they believe they were…

Abstract

Purpose

This paper aims to highlight what principals consider their most severe challenges in the first three years of appointment and the extent to which they believe they were adequately prepared to meet these challenges.

Design/methodology/approach

The paper reports on the initial Western Australian findings of a survey developed for Phase Three of the International Study of Principal Preparation (ISPP). The survey was designed as a common instrument across international contexts to investigate those aspects of principals' work perceived to be most challenging in the early years in the position and the extent to which principals believe they were prepared for these challenges. The survey was administered to 45 novice principals in Western Australia.

Findings

The preliminary results of the survey have yielded some insights that draw attention to what principals regard as their main challenges and the extent to which they felt prepared to deal with them.

Research limitations/implications

The sample size is a little small for some of the analyses and results need to be treated with caution.

Practical implications

The insights derived from responses to the survey have clear implications for the efficacy of role preparation and development.

Originality/value

The paper helps to clarify those aspects of the work of novice primary principals which they find most problematic, relative to other aspects and the extent to which they felt prepared to deal with them.

Details

Journal of Educational Administration, vol. 49 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Click here to view access options
Article
Publication date: 26 September 2008

Sarah W. Nelson, Maria G. de la Colina and Michael D. Boone

This paper aims to contribute to the literature on principal preparation by examining the experiences of novice principals and what their experiences mean for principal

Downloads
1211

Abstract

Purpose

This paper aims to contribute to the literature on principal preparation by examining the experiences of novice principals and what their experiences mean for principal preparation in the USA.

Design/methodology/approach

The researchers employed qualitative methods to examine the experiences of four novice principals over a two‐year period.

Findings

The findings suggest that the current climate of efficiency and accountability is contributing to the socialization of principals who focus on the technical aspects of administration over the of relational aspects leadership.

Originality/value

This study focuses on the link between preparation programs and the practice of novice principals, an area that has not been fully explored in the literature.

Details

Journal of Educational Administration, vol. 46 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Click here to view access options
Article
Publication date: 16 January 2009

Wu Yan and Lisa Catherine Ehrich

The purpose of this paper is to provide an understanding of principal preparation and training in China by providing a background discussion of principal preparation in a…

Downloads
1928

Abstract

Purpose

The purpose of this paper is to provide an understanding of principal preparation and training in China by providing a background discussion of principal preparation in a number of countries. As an illustration, it provides an overview of the curriculum used in the initial preparation of school principals at Beijing Normal University.

Design/methodology/approach

The paper draws mainly on writing and research from China, Australia and the USA to explore principal preparation and training in China.

Findings

In addition to providing a rich description of principal preparation in China, the paper's main findings comprise seven key challenges that confront China as it endeavours to provide quality principal preparation. These challenges include China's diversity and uneven social, cultural and educational development; limited resources in some regions throughout China; the place and importance of study tours for principal preparation; the teaching approach used to train principals; the process used for assessing principal learning during their training programs; the limited transfer of learning from the classroom to the school environment; and the timing of training for principals.

Practical implications

Each of the challenges arising here raises important practical implications for developers of principal training programs.

Originality/value

The paper paints a picture of principal preparation in China and raises a number of issues and challenges with which it continues to grapple. Of note is that China is not alone in facing some of these ongoing concerns.

Details

International Journal of Educational Management, vol. 23 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of over 12000