Implementing School Improvement Plans: Perceptions and Implications of Aspiring Principals for Educational Leadership Programs

Authors

Miguel M. Gonzales, University of Nevada, Las VegasFollow
Dana L. Bickmore, University of Nevada, Las VegasFollow
Maria B. Roberts, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

10-16-2020

Publication Title

Journal of Research on Leadership Education

First page number:

1

Last page number:

21

Abstract

This study examines what aspiring principal candidates in one universitybase preparation program learned as a result of developing and implementing a school improvement plan. A case study approach was used to examine 53 aspiring principals’ reports of what they learned from implementing school improvement plans. Findings revealed three significant themes: (1) the importance of collaboratively engaging the participants of the school improvement plan; (2) the essential need of establishing relationships; and (3) understanding the significance and impact of data-driven decisions. Findings can inform leadership preparation programs to redirect coursework that will help aspiring principals improve leadership skills.

Keywords

Leadership and learning; Leadership for school improvement; Leadership knowledge and skills; Leadership program design; Leadership program outcomes; Principal preparation

Disciplines

Educational Leadership

Language

English

Repository Citation

Gonzales, M. M., Bickmore, D. L., Roberts, M. B. (2020). Implementing School Improvement Plans: Perceptions and Implications of Aspiring Principals for Educational Leadership Programs. Journal of Research on Leadership Education 1-21.
http://dx.doi.org/10.1177/1942775120964821