Frameworks for Principal Preparation and Leadership Development: Contributions of the International Study of Principal Preparation (ISPP)

Autor/inn/en	Slater, Charles L.; Garcia Garduno, José Maria; Mentz, Kobus
Titel	Frameworks for Principal Preparation and Leadership Development: Contributions of the International Study of Principal Preparation (ISPP)
Quelle	In: Management in Education, 32 (2018) 3, S.126-134 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020617747611
Schlagwörter	International Studies; Beginning Principals; Foreign Countries; Mixed Methods Research; Administrator Education; Cultural Differences; Cross Cultural Studies; Professional Isolation; Leadership Styles; Time Management; Administrator Responsibility; Budgets; Teacher Effectiveness; School Buildings; Program Effectiveness; Interpersonal Relationship; Barriers; Administrator Surveys; Europe; North America; Asia; Africa; Jamaica; South America + Suchen Sie Ihr Suchwort? Internationaler Studiengang; Ausland; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Führungsstil; Zeitmanagement; Finanzhaushalt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School building; Schulgebäude; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Europa; Nordamerika; Asien; Afrika; Südamerika
Abstract	The International Study of Principal Preparation has made major contributions to research on novice principals across the world. The network has carried out cross-cultural research on novice principals in 15 countries on five continents since 2004. ISPP employed a mixed methods research design. The first stage was qualitative and carried out through case studies and in-depth interviews. The second stage included narrative accounts of new principals. The third stage of the study employed a survey to gauge principals' challenges. The chief question of the study was: How can principal preparation programs be useful to novice principals? In spite of cultural differences and economic development of the countries studied, the challenges faced by novice school principals had more commonalities than differences. They included feelings of professional isolation and loneliness, the style of the previous principal, management of time, multiple tasks, and priorities, the school budget (Liang, 2011), ineffective staff, implementation of new government initiatives, and problems with school buildings and site management. Two principal preparation frameworks are presented based on the findings. They highlight the importance of context over standardization. Recommendations are made in the areas of policy, practice, and research. Formal principal preparation programs should be expanded to both developed and developing countries. Beyond basic instruction on management issues, the ISPP frameworks argue for the development of a conscious identity as a professional and an entrepreneur who is rooted in place. These roles are important, but they must be understood within the broader social, political, and economic forces that are affecting their students. Principals need to be in a position to help teachers guide students to learn to be critical of the status quo and become agents of change for a more just community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01