Dissertation/Thesis Abstract

Perceptions of educational leaders' efficacy and leadership capacity upon preliminary administrative credential completion at California State University, Long Beach
by Thomas, Erica Monique, Ed.D., California State University, Long Beach, 2016, 162; 10252821
Abstract (Summary)

Educational leadership preparation programs are fundamental in developing confident educational leaders with the capacity to lead schools with effective sound decision-making practices. In order to effectively balance the demands of educational leadership, principal leaders must be developed through effective models of preparation programs that are grounded in a societal vision of leading and learning for schools in the twenty-first century. Critical to this discourse is curricula delivered through dynamic instructional pedagogy that frames evidence-based best practices to link leadership development with student achievement and extraordinary teaching. Principal preparation programs have the initial responsibility to prepare future school leaders for the various duties and responsibilities they will face, primarily impacting student academic achievement.

The primary purpose of this qualitative case study was to explore the perceptions of educational leaders who completed the Preliminary Administrative Credential Program in the Educational Leadership Department at California University Long Beach (CSULB), and uncover the impact specific program components had on their leadership capacity and ability to be instructional leaders. The intent of this study is to reveal the experiences of those who have completed the program, by reflecting on their program leadership development and its application to their current practice as school site leaders. These stakeholders include student alumni who completed their Preliminary Administrative Credential at CSULB and are now serving as school leaders. Additionally, faculty who teach in the program, were asked to share their perceptions of the program, specifically around curriculum and development, and leadership capacity of graduates. This study will attempt to inform State, Universities and districts, of the components of leadership preparation that are most useful to practitioners in the field.

The findings from this case study included a descriptive picture of Alumni perceptions and learning experiences in the Preliminary Administrative Credential Program at CSULB. Alumni identified key components of the program that were integral in their educational leadership development, and instructional leadership capacity. Qualitative interviews of Alumni and Faculty combined with document analysis of program curriculum and assignments highlight the need for continued research on quality fieldwork internship, and barriers to effective instructional supervision.

Indexing (document details)
Advisor: Scott, James
Commitee: Nakai, Karen, Whitman, Robert
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: Educational leadership, School administration
Keywords: Instructional leadership, Transformational leadership
Publication Number: 10252821
ISBN: 978-1-369-51201-4
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