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ERIC Number: EJ856588
Record Type: Journal
Publication Date: 2009
Pages: 24
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1570-0763
School Principal Expertise: Putting Expert-Aspiring Principal Differences in Problem Solving Processes to the Test
Spillane, James P.; White, Kathryn Weitz; Stephan, Jennifer L.
Leadership and Policy in Schools, v8 n2 p128-151 2009
This article reports on differences between expert and aspiring principals. Following the work of Leithwood and colleagues, we asked expert and aspiring principals to respond to ill-structured written problem scenarios. Our sample of 44 included 20 expert principals and 24 aspiring principals. The aspiring principals were from a cohort of participants in a professional development program for aspiring principals in a large Midwestern urban school district. Drawing from that same school district, the expert principals were selected based on an analysis of longitudinal teacher survey data and student achievement data. We found statistically significant differences between expert and aspiring principals on five problem-solving processes, three of which were in line with prior hypotheses generating research on principal expertise. (Contains 2 tables and 4 notes.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A