Supporting beginning principals to survive and thrive in the role: a systematic review of literature

Watts, Jodie L.

doi:10.1080/13632434.2022.2137726

Cited by 2 publications

(1 citation statement)

References 59 publications

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“…i) Publications According to Country and Year Based on the review of 16 articles selected for this study, there are six countries involved in publications related to induction programs for new principals. The countries include the United States (Lochmiller, 2014;Steinberg & Yang, 2022;Browne-Ferrigno, & Fusarelli, 2005;Silver et al, 2009), the United Kingdom (Bush, 2018;Connolly et al, 2002;Holligan et al, 2006;Theodosiou & Karagiorgi, 2017), New Zealand (Robinson et al, 2006;Meyer et al, 2019;Martin & Robertson, 2003) South Africa (Bush & Oduro, 2006;Assan & Lumadi, 2013;Digwamaje & Assan, 2012), Australia (Watts, 2022), and Chile (Galdames et al, 2017). Specifically, the articles include four studies in the United States and the United Kingdom, three studies in New Zealand and South Africa, as well as one study in Australia and Chile, as shown in Figure 2.…”

Section: Resultsmentioning

confidence: 99%

Effective Components in New Principal Induction Program: A Systematic Review

Muhammad Amin,

Othman,

A. Hamid

2023

IJARPED

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Induction is one of the main supports that can help new principals develop the skills, confidence, and attitudes needed to produce high-performing leaders. However, systematic literature reviews related to the implementation of effective new principal induction program around the world are limited. Therefore, this study was conducted to identify effective components in the implementation of induction programs among principals, especially in the early stages of their service. This systematic literature review is conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method based on two main databases, namely Web of Science and Scopus. The results showed three themes that appear in an effective induction program, particularly in terms of structure, content, and process. Meanwhile, 11 subthemes have been identified, which explain the main components in detail. Further studies on the need for new principals in the aspect of leadership and guidance should be carried out to identify factors that can maximize the effectiveness of a principal and the development of a precise induction process.

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Section: Resultsmentioning

confidence: 99%

Effective Components in New Principal Induction Program: A Systematic Review

Muhammad Amin,

Othman,

A. Hamid

2023

IJARPED

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Principal Accompaniment in Australian Faith-Based Schools: A Salutogenesis Approach

Sultmann,

Hall,

Lamb

2024

J Relig Health

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A program designed to provide accompaniment reflects a salutogenesis emphasis aimed at sustaining the professional well-being of experienced principals. A mixed methods pilot study focused on participant (N = 12) orientation, principles of accompaniment, mission-aligned processes, leadership agency, structured conversations, and nominated outcomes. Data were collected over twelve months at three stages using online survey. Australian Catholic principals reported a positive orientation experience, professional well-being, the comprehensiveness of the program, and the manageability of its implementation. Discussion confirmed design elements contributed to the wholistic nature of accompaniment linking body, mind, and spirit in conversational processes and the transformative effects of these exchanges on professional practice and well-being.

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Supporting beginning principals to survive and thrive in the role: a systematic review of literature

Cited by 2 publications

References 59 publications

Effective Components in New Principal Induction Program: A Systematic Review

Effective Components in New Principal Induction Program: A Systematic Review

Principal Accompaniment in Australian Faith-Based Schools: A Salutogenesis Approach

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