Increasing the Quantity and Quality of School Leadership Candidates Through Formation Experiences

After a review of the relevant school leadership and business management literatures, a leadership program was established based on the formation component of Daresh and Playko's (1992) tridimensional model of administrator preparation. Teachers participated in an eight-month personal and profe...

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Bibliographic Details
Published inJournal of leadership & organizational studies Vol. 11; no. 3; pp. 95 - 108
Main Authors Busch, Joseph R., O'Brien, Thomas P., Spangler, William D.
Format Journal Article
LanguageEnglish
Published Flint Sage Publications Ltd 01.03.2005
Subjects
Accountability
Candidates
Curricula
Education policy
Education reform
Educational administration
Educational Change
Educational leadership
Initiatives
Instructional Leadership
Outcomes of Education
Principals
Professional development
Quality
Role Conflict
School Administration
School districts
Skill Development
Skills
Students
Teachers
Teaching Methods
Thinking Skills
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Summary:After a review of the relevant school leadership and business management literatures, a leadership program was established based on the formation component of Daresh and Playko's (1992) tridimensional model of administrator preparation. Teachers participated in an eight-month personal and professional development program, which included interpersonal leadership styles analysis, professional action planning, mentoring, reflection, and platform development This is a multimethod research study to determine the effectiveness of this project in enhancing participants' leadership skills and their interest in pursuing educational leadership certification. Quantitative and qualitative methods were used to assess the project on all four levels of Kirkpatrick's (1998) model of assessing training program effectiveness (reaction, learning, behavior, results). The results suggest that the program was effective at all levels of Kirkpatrick's framework. They indicate that formation activities can be useful in addressing issues related to both the quantity and quality of candidates for school leadership positions.
ISSN:1548-0518
1939-7089
DOI:10.1177/107179190501100308