Frameworks for principal preparation and leadership development

Abstract

The International Study of Principal Preparation has made major contributions to research on novice principals across the world. The network has carried out cross-cultural research on novice principals in 15 countries on five continents since 2004. ISPP employed a mixed methods research design. The first stage was qualitative and carried out through case studies and in-depth interviews. The second stage included narrative accounts of new principals. The third stage of the study employed a survey to gauge principals’ challenges. The chief question of the study was: How can principal preparation programs be useful to novice principals? In spite of cultural differences and economic development of the countries studied, the challenges faced by novice school principals had more commonalities than differences. They included feelings of professional isolation and loneliness, the style of the previous principal, management of time, multiple tasks, and priorities, the school budget (Liang, 2011), ineffective staff, implementation of new government initiatives, and problems with school buildings and site management. Two principal preparation frameworks are presented based on the findings. They highlight the importance of context over standardization. Recommendations are made in the areas of policy, practice, and research. Formal principal preparation programs should be expanded to both developed and developing countries. Beyond basic instruction on management issues, the ISPP frameworks argue for the development of a conscious identity as a professional and an entrepreneur who is rooted in place. These roles are important, but they must be understood within the broader social, political, and economic forces that are affecting their students. Principals need to be in a position to help teachers guide students to learn to be critical of the status quo and become agents of change for a more just community.

Resilient Leaders: Resilient Determinants When Entering Principalship

“…On taking up their new role, principals are at the eye of the storm of personal and organizational change that characterizes this stage (Limon et al, 2021). These change processes naturally entail significant emotional and mental challenges (Slater, Garcia, & Mentz, 2018). The change that new principals experience as they take up their new position has distinct features.…”

“…The first year of principalship has a critical influence on how principals perceive their role and construct their managerial identity (Sepuru & Mohlakwana, 2020). During the first year, principals are professionally and emotionally vulnerable because of the unique elements of this stage (Slater, Garcia, & Mentz, 2018; Sutton & Gong, 2021; Wells & Klocko, 2018). In most cases, the principal is “catapulted” into a new reality and does not have the time to learn about and adapt to the demands of the new role.…”

Connecting School leaders in an Ethic of Care Community

“…Aria pointed out that leaders and teachers are struggling and opportunities such as "Coffee and Conversation" sessions to personally connect through "sitting and talking" were needed. School leaders are faced with heavy workloads and are seeking more ways to connect with other leaders (McCrae, 2019) and this is especially true for new principals who experience isolation in their roles (Slater et al, 2018). Aria noted school leaders were able to share the struggles they are faced with and listen to how others are working through these challenges.…”

“…We see the need to provide sustained ways of connecting and to foster these informal networks for school leaders to support each other. Service and Thornton (2021) suggest these types of networks and professional learning communities can help combat loneliness which is common for new principals (Slater et al, 2018). We know that school leaders play a key role in supporting teacher well-being, however, it is essential they are "supported and resourced by the district to ensure they notice and nurture their own well-being" (Kutsyuruba et al, 2021, p. 4).…”

Giving voice to problems faced by school leaders in Portugal

“…Problems with teachers are plentiful, including difficulties in managing low teacher commitment and internal motivation, having good teachers with a mindset that matches the schools' vision, getting teachers to work as a team, and also problems such as the insufficient number of teachers, underqualified teachers, problems caused by teacher unions or bad teachers' attitudes and behaviours towards the principal (e.g. Bolívar 2018;Dinham et al 2018;Slater, García Garduño, and Mentz 2018). Difficulties with improving teachers' teaching practices and students' achievement are also amongst the most common obstacles of principals (e.g.…”