Implementing School Improvement Plans: Perceptions and Implications of Aspiring Principals for Educational Leadership Programs

被引：3

作者：

Gonzales, Miguel M. ^{[1
]}

Bickmore, Dana L. ^{[1
]}

Roberts, Maria B. ^{[1
]}

机构：

[1] Univ Nevada, Coll Educ, 4505 S Maryland,Box 453003, Las Vegas, NV 89154 USA

来源：

JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION | 2022年 / 17卷 / 02期

关键词：

leadership and learning; leadership for school improvement; leadership knowledge and skills; leadership program design; leadership program outcomes; principal preparation; DRIVEN DECISION-MAKING; COLLABORATIVE LEADERSHIP; CAPACITY; EXPERIENCES; TEACHERS; QUALITY;

D O I：

10.1177/1942775120964821

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines what aspiring principal candidates in one universitybase preparation program learned as a result of developing and implementing a school improvement plan. A case study approach was used to examine 53 aspiring principals' reports of what they learned from implementing school improvement plans. Findings revealed three significant themes: (1) the importance of collaboratively engaging the participants of the school improvement plan; (2) the essential need of establishing relationships; and (3) understanding the significance and impact of data-driven decisions. Findings can inform leadership preparation programs to redirect coursework that will help aspiring principals improve leadership skills.

引用

页码：160 / 180

页数：21

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