What Makes a Successful Principal? Incorporating School Principal Background in State and District Policy

Autor/in	Pierson, Ashley
Institution	New Leaders; Frederick S. Pardee RAND Graduate School
Titel	What Makes a Successful Principal? Incorporating School Principal Background in State and District Policy
Quelle	(2014), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D Dissertation, Pardee RAND Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Principals; Administrator Effectiveness; Administrator Education; Experience; Personnel Selection; Correlation; Academic Achievement; Persistence; State Standards; Certification; Personnel Policy; Urban Schools; Surveys; Coding; Administrator Role; Interviews; Statistical Analysis; Achievement Tests; Scores; California; Illinois; New York; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Erfahrung; Personalauswahl; Personalentscheidung; Korrelation; Schulleistung; Ausdauer; Abschlusszeugnis; Zertifizierung; Personalpolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Survey; Umfrage; Befragung; Codierung; Programmierung; Interviewing; Interviewtechnik; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kalifornien
Abstract	School principals' education and professional experience shape their approach to school leadership and how successful their students will be. However, it is not clear from existing research which aspects of principal education and professional experience are related to student outcomes and principal retention. This dissertation explores aspects of a potential principal's education and professional experience that states and school districts should look for and cultivate in candidates for the position of school principal. The work was guided by two research questions: 1) how are principals' education and professional experience related to student outcomes and principal retention? and 2) how can state certification and district hiring policies better incorporate information about a principal's education and professional experience to improve principal effectiveness? Using information on principals trained by the New Leaders program and school-level data from four large urban districts, I analyzed the relationships between principal education and professional experience and student outcomes and principal retention. I examined state certification and district hiring policies for the four urban districts used in the analysis and conducted a survey of 33 districts regarding their hiring policies and practices. From this research, I provide recommendations designed to inform state certification policy, district hiring policy, and training program curricula. The following are appended: (1) Principal Hiring Survey; (2) Coding Rules and Variable Description; and (3) Additional Results. [This dissertation was supported by the Susan Way-Smith Dissertation Grant in Education.] (As Provided).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01