How Graduate-Level Preparation Influences the Effectiveness of School Leaders: A Comparison of the Outcomes of Exemplary and Conventional Leadership Preparation Programs for Principals

Abstract

Purpose: This study attempted to determine the influence of exemplary leadership preparation on what principals learn about leadership, their use of effective leadership practices, and how their practices influence school improvement and the school’s learning climate. The authors also investigated how the frequency of effective leadership practices related to the strength of district support and the extent of school problems and student poverty. Finally, the authors examined the contribution of exemplary leadership preparation to variations in school improvement progress and school effectiveness climate. Research Design: The study, using survey research conducted in 2005, compared 65 principals who had graduated from one of four selected exemplary leadership preparation programs to a national sample of 111 principals. The authors used structural equation modeling to find the best fit. Findings: Participation in an exemplary leadership preparation program was significantly associated with learning about effective leadership and engaging in these practices, particularly where stronger preparation program and internship quality existed. Frequent use of effective leadership practices was positively associated with school improvement progress and school effectiveness climate. Taken together, exemplary leadership preparation had a positive but mediated influence on variations in school improvement progress and school effectiveness climate; the relationship was even stronger when focusing on preparation program and internship quality measures. Conclusions: Faculty investments in preparation program and internship quality will positively contribute to the leadership knowledge of graduates and their leadership practices and school improvement progress. These results yield significant implications for policy makers, universities, and other providers of leadership preparation.

An Analysis of 2013 Program Evaluation Proposals for the School Leadership Preparation Program

“…"Innovative" program features have been recognized as being more effective. Such features include a well-defined theory of action, a coherent curriculum in alignment with national and state standards, integration of theory and practice, and socialization and support mechanisms such as cohorts and mentoring (Orr & Orphanos, 2011).…”

“…For example, Fuller, Young, and Baker (2011) and Orr and Orphanos (2011) examined the influence of principal preparation programs on student achievement. Orr (2011) studied the program experiences and career outcomes of graduates of leadership preparation programs.…”

Editorial. Disseminating good leadership practices across the globe

“…This is important because research has shown that good leadership is associated with improvement for organizations (Orr & Orphanos, 2011) and also -and indirectly -and also with student achievement to some extent (Bhengu & Mkhize, 2013).…”

Teaching data use and school leadership

“…These programmes are intended to direct and support the transitions of classroom teachers and other educational professionals into leadership roles and support the development of skills and habits of mind beyond those that leadership candidates might pick up in their day-to-day job experience (Browne-Ferrigno and Muth 2004; Karanxha and Agosto 2012;Nevarez and Wood 2007;Orr and Orphanos 2011).…”