Much attention has been paid to the need for principal preparation programs to develop high-quality school leaders. Unlike for new teacher, less attention has been paid to the “induction” component, which is intended to provide support for principals over the first few years of their careers. A gap in the literature was found regarding the effectiveness, or lack thereof, of new principal induction programs. Therefore, the purpose of this sequential explanatory mixed methods study was to assess the effectiveness of the Miami-Dade County Public Schools (M-DCPS) New Principal Induction program as perceived by 47 newly assigned principals and retired principals serving as new principal mentors. In-depth, face-to-face interviews with eight of the 47 new principals were conducted to further explain the results of the quantitative strand.
The M-DCPS New Principal Induction Program exit questionnaire was utilized to evaluate participant feedback about the program. In phase II of the study in-depth interviews were conducted with eight program participants. Interviews provided a deeper understanding of the quantitative results and valuable insights on the critical needs of a first-year principal. The findings of the study suggest that the M-DCPS New Principal Induction Program helped novice principals in their growth as school leaders by addressing their needs from an emotional, knowledge, and skills perspectives. Interaction with other novice principal peers provided participants with a significant support system. The opportunities provided by the professional development sessions helped participants deal with many of the challenges faced during their first year on the job as principals. The impact of the mentorship component of the program was particularly impactful and instrumental towards participants’ success. Understanding how principals perceive the effectiveness of principal preparation programs is valuable to school district leaders, university education faculty, and state policy makers. Most critical is understanding how program elements influence the effectiveness of the programs. The findings of the present study shorten the existing gap in the literature by taking a step forward in the identification of the elements that most contribute to the development of novice principals, which provide a framework for future principal induction programs being developed across the nation.
|Advisor:||Massey, Susan R|
|Commitee:||Garcia, Delia C, Mushepi, Judith|
|School:||St. Thomas University|
|School Location:||United States -- Florida|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Keywords:||Leadership development, New principal, Novice principals, Principal induction, School leaders, Urban new leader|
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