ERIC Number: EJ1061927
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 12
Which Field Experiences Best Prepare Future School Leaders? An Analysis of Kentucky's Principal Preparation Program
Dodson, Richard L.
Educational Research Quarterly, v37 n4 p41-56 Jun 2014
This paper examines the effectiveness of field experiences in preparing school principals for the exigencies of the job. Current school principals throughout Kentucky were surveyed regarding their perceptions of the utility and comparative effectiveness of field experiences in the principal preparation program (PPP) each attended. Surveys were emailed to school principals across Kentucky; the response rate was 30% (263 of 900 principals). Most respondents completed field experiences as part of their PPPs, and they considered many of these field experiences to have been valuable learning tools. Of those who did not complete field experiences, nearly all agreed that they would have been better prepared for school leadership had they performed field experiences. Current principals identified the most valuable field experiences to be those involving practical, hands-on, typical principal responsibilities (key words were leading, identifying, interviewing, and working). Least useful were observation-type experiences. This research finds clear support for augmenting use of two particular types of field experiences: (1) Budget and Finance and (2) Site-Based Decision Making. This research also shows the clear practical value of making field experiences an integral part of PPPs. In light of recent criticism that PPPs fail to adequately "ready" school principals, this research offers clear prescriptions for PPP improvement and highlights areas in which Kentucky's PPPs succeed.
Descriptors: Administrator Education, Principals, Field Experience Programs, Program Effectiveness, Surveys, Administrator Attitudes
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Kentucky