Literaturnachweis - Detailanzeige
| Autor/in | Wead, Jeffry K. |
|---|---|
| Titel | A Study of Educational Leadership Preparation Concerning the Assistant Principal: Perspectives of Missouri Principals and Assistant Principals |
| Quelle | (2016), (181 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Missouri - Columbia |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4386-6629-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Assistant Principals; Administrator Education; Public Schools; Administrator Attitudes; Certification; Needs; Missouri |
| Abstract | School administrators are under increasing pressure to improve student performance expectations (Oxley & Baete, 2012). Today, educational administrators implement instructional reforms like the Common Core State Standards that must align with state and national expectations (Odden, 2012; Oxley & Baete , 2012; VanTuyle & Reeves, 2014). This ever-accumulating demand from government initiatives, state requirements, and building programs influences the responsibilities and duties of educational administrators, and assistant principals (APs), in particular. With pressures on educational administrators broadening at a rapid pace, the responsibilities of APs have changed and there is a call for training beyond initial administrative leadership preparation (Gill 2012; Hutton, 2013; Oliver 2005). Universities and organizations such as the Interstate Council for the Accreditation of Educator Preparation (CAEP), Council of Chief State School Officers (CCSSO), Missouri Department of Elementary and Secondary Education (DESE), Missouri Professors of Educational Administration (MPEA), and National Policy Board for Educational Administration (NPBEA); formerly known as ISSLC, strive to prepare educational leaders for the rigors of their profession. It is unclear if the initial preparation of educational leaders, in relation to the role of APs, has kept pace with growing demands associated with the position. Researchers have identified multiple skills needed in order to fulfill the most commonly identified job duties or responsibilities assigned to the role of AP (Clayton, 2014; Gill, 2012; Hutton, 2013; Lazaridou, 2009; Reich, 2014; Smith, 2010; Williams, 2012). These skills include knowledge of school discipline and law (Clayton, 2014; Nieuwenhuizen, 2013; Reich, 2014; Williams, 2012), instructional leadership (Oliver, 2005; Reich, 2014; Williams, 2012), management of people (Reich, 2012; Smith, 2010), and management in general (Kwan & Walker, 2012; Nieuwenhuizen, 2013). According to Panati (1984), the position of assistant principal (AP) originally formed through a desire to aid building principals with their duties and responsibilities while providing an opportunity for those interested in becoming a principal to develop those skills needed to become an effective building principal. APs today are educational leaders that hold responsibilities and duties that reach far beyond those assigned to their predecessors (Glanz, 2004; Reich, 2012; Weller & Weller, 2002). While there are similarities in that APs past and present handle issues such as school discipline and general managerial matters, the level of responsibility assigned to APs has increased exponentially (Nieuwenhuizen, 2013; Reich, 2012). A lack or absence of effective AP specific preparation within the initial coursework requirements of educational leaders is apparent (Hutton, 2013; Oliver, 2005). Another focal point concerning AP preparedness is the absence of applicable and in-depth preparation during the certification process, which is relevant to the position of AP (Hutton, 2013; Nieuwenhuizen, 2013; Reich, 2014). Illinois addressed what they saw as shortcomings in initial preparedness of principals by changing requirements for those wishing to assume leadership roles as principals (VanTuyle & Reeves, 2014). Across the nation, additional on the job training has become optional for some APs and yet a requirement for others (Kwan & Walker, 2012; Nieuwenhuizen, 2013; Oliver, 2005; Reich, 2014). Whether required or encouraged, post certification training for APs is commonplace in its application yet absent of congruity from school district to school district and state to state (Gill, 2012; Oliver, 2005). In the state of Missouri, public school administrators receive differentiated instruction that is specific to their desired certification. Professional Standards for Educational Leaders (PSEL) play a major role to help guide and direct Missouri's educational administrative acceptance of qualifications and standards. Certifications for a building principal in elementary, grades 6 through 12, or K through 12 building, are available. Those individuals desiring a district level administrative position require yet another level of preparation and certification in order to meet state qualifications; however, there is no certification for the position of AP. With national recognition of the ever-expanding role of APs and multiple certifications acknowledging the importance of diverse administrative positions in the state of Missouri, this study will bring further data related to the initial preparation of educational leaders as it relates to APs and whether or not it is keeping pace with the needs and demands that accompany the position. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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