ERIC Number: ED353676
Record Type: RIE
Publication Date: 1992-Oct
Field-Based Preparation Programs: Reform of Administrator Training or Leadership Development?
Playko, Marsha A.; Daresh, John C.
Findings of a study that examined the effect of participation in Danforth Foundation-sponsored principal training programs on participants' perceptions of leadership and administrative behaviors are presented in this paper. The field-based program aims to increase minority representation in educational leadership. Interviews, on-site observation, and document analysis were conducted to follow six participants in three universities as they moved from a classroom teacher to a school leadership role. Five of the six individuals returned to classroom teaching assignments rather than to administrative positions. Findings indicate that: (1) candidates perceived as highly capable leaders enhanced their skills; (2) candidates developed broader definitions of leadership; (3) the cohort organization and mentoring practices were critical forms of personal and professional support; and (4) participants developed insights into a variety of professional roles. Recommendations are made to develop proactive strategies for recruiting highly capable candidates, create induction support systems, and provide supportive inservice education that offers a proactive perspective of leadership. A conclusion is that informational school leaders are an important resource for enhancing the overall quality of schools. (Contains 18 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (Minneapolis, MN, October 30-November 1, 1992).