How Principals Learn to Lead: The Comparative Influence of On-the-Job Experiences, Administrator Credential Programs, and the ISLLC Standards in the Development of Leadership Expertise among Urban Public School Principals

Autor/inn/en	Davis, Stephen H.; Leon, Ronald J.; Fultz, Miriam
Titel	How Principals Learn to Lead: The Comparative Influence of On-the-Job Experiences, Administrator Credential Programs, and the ISLLC Standards in the Development of Leadership Expertise among Urban Public School Principals
Quelle	In: International Journal of Educational Leadership Preparation, 8 (2013) 1, (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Principals; Instructional Leadership; Comparative Analysis; Administrator Education; Work Experience; Standards; Expertise; Urban Schools; Public Schools; Statistical Analysis; School District Size; Interviews; Telephone Surveys; Online Surveys; Certification; Measures (Individuals); Mixed Methods Research + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Standard; Expert appraisal; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Statistische Analyse; School district; School districts; Size; Schuleinzugsbereich; Interviewing; Interviewtechnik; Telephone interview; Telefoninterview; Abschlusszeugnis; Zertifizierung; Messdaten
Abstract	The purpose of this study was to examine the comparative influence of college administrator credential programs, on-the-job experiences, and the ISLLC Standards in the development of leadership expertise among urban public school principals. An exploratory, ex-post-facto research design used both quantitative and qualitative approaches. A survey of 101 randomly selected urban school principals from 25 of America's largest metropolitan school districts was given, followed by telephone interviews with a subset of 20 randomly selected survey participants. Data were analyzed through the use of inferential and descriptive statistics and descriptive narratives. On-the-job experiences were significantly more important in developing leadership expertise than college credential programs on each of 41 ISLLC-based learning tasks. However, college credential programs are also important sources of leadership development. Several significant differences were found between comparative ratings of learning tasks by subgroups (experience, gender, school type). Respondents ranked 78% of the ISLLC Standards as very important to the field of school leadership. Interview subjects expressed concern about lack of preparation in budgeting, data analysis, teacher evaluation, and change management. (Contains 8 tables and 3 footnotes) (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10