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ERIC Number: ED318118
Record Type: Non-Journal
Publication Date: 1987-Apr
Pages: 41
Abstractor: N/A
Reference Count: N/A
The Long-Term Effects of Inservice Training for Principals.
Barnett, Bruce G.; Mueller, Faye L.
The literature provides scant evidence that training programs for teachers and administrators have lasting effects on job performance. The study summarized in this paper focuses on principals' perceptions of how their involvement in the Peer-Assisted Leadership (PAL) Program has affected their ongoing actions and attitudes. To determine if PAL's reported short-term effects erode over time, participants were surveyed concerning the program's effects on three domains: (1) leadership and administrative actions; (2) perspectives on their leadership role; and (3) sense of collegiality and group support since being in PAL. Designed to help participants reduce feelings of professional isolation, form collegial support systems, and rethink their leadership roles, the program incorporated two major data collection strategies (shadowing and reflective interviewing) and instructional leadership as a conceptual framework. All 75 principals and vice-principals who participated in PAL over the past 3 years were included in the sample. Data were displayed and analyzed for each of three groups (continuing principals, those who had not participated for 1 year, and those who had not participated for 2 or 3 years). Results revealed that the influence of PAL is most strongly felt by principals who continue to work formally with their original set of peers. Significant differences between the degree of influence scores for principals in the continuing group and the two non-continuing groups occur for all three of the domains. Effects are strongest for continuing principals. Study limitations and implications for further research are discussed. Three figures, three tables and the PAL survey questionnaire are attached. (39 references) (MLH)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.