A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities

Description:

This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.

Creator(s): Holacka, Karin V.
Creation Date: August 2011
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Publisher Info:
Publisher Name: University of North Texas
Publisher Info: Web: www.unt.edu
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 2011
Description:

This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.

Degree:
Level: Doctoral
PublicationType: Doctoral Dissertation
Language(s):
Subject(s):
Keyword(s): grow-your-own models | Leadership development | succession planning | principals | leadership change | professional development
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • LOCAL-CONT-NO: holacka_karin_v
  • ARK: ark:/67531/metadc84217
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
Holder: Holacka, Karin V.
License: Copyright
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.