Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Rural School Leaders in the Southern Region
Location
K-12 Professional Development and Partnerships (Session 2 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
The purpose of this study was to explore the lived experiences of school principals in the Southeastern region of the United States focusing on the influence of their educational leadership preparation program on their current leadership skills. This phenomenological analysis discovered four overarching themes that were expressed through the participating school principals: (1) productive/favorable leadership preparation program culture, (2) bridge theory and practice in educational leadership preparation program, (3) competencies, and (4) recommendations for effective principal preparation. Notable findings provided support for implications for school leaders needing added experiential learning opportunities, daily leadership-related assignments, and diversity-inclusion training and resources. Implementation of purposeful, collaborative, and sustainable professional learning is necessary to provide well equipped and educated school leaders. Researchers suggest further research is necessary in gathering additional school leaders to evaluate diverse backgrounds and leadership abilities. This study, and the continuation of studies comparative to this, is necessary in understanding current preparation program outcomes to better improve these programs that will advance educator leadership and student achievement.
Keywords
rural school leadership, educational leadership preparation, school leadership, principal pipeline
Professional Bio
Kristen Dickens, Ph.D., LPC, NCC, ACS is an Assistant Professor in the Counselor Education Program at Georgia Southern University. She previously served as a Visiting Assistant Professor at the University of New Orleans where she also earned her doctorate. In addition, she holds a master's degree in Counseling from East Tennessee State University. Her research interests include multiple roles and relationships in counselor education, multicultural issues in counseling, ethics and value conflicts, and family systems work. She has experience working in a variety of clinical settings, including university counseling centers, inpatient treatment centers for eating disorders.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Dickens, Kristen; McBrayer, Juliann; Pannell, Summer; and Fallon, Katherine, "Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Rural School Leaders in the Southern Region" (2020). Georgia Educational Research Association Conference. 23.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/23
Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Rural School Leaders in the Southern Region
K-12 Professional Development and Partnerships (Session 2 Breakouts)
The purpose of this study was to explore the lived experiences of school principals in the Southeastern region of the United States focusing on the influence of their educational leadership preparation program on their current leadership skills. This phenomenological analysis discovered four overarching themes that were expressed through the participating school principals: (1) productive/favorable leadership preparation program culture, (2) bridge theory and practice in educational leadership preparation program, (3) competencies, and (4) recommendations for effective principal preparation. Notable findings provided support for implications for school leaders needing added experiential learning opportunities, daily leadership-related assignments, and diversity-inclusion training and resources. Implementation of purposeful, collaborative, and sustainable professional learning is necessary to provide well equipped and educated school leaders. Researchers suggest further research is necessary in gathering additional school leaders to evaluate diverse backgrounds and leadership abilities. This study, and the continuation of studies comparative to this, is necessary in understanding current preparation program outcomes to better improve these programs that will advance educator leadership and student achievement.