Perceptions of K-12 Principals and Assistant Principals on the Aspiring Leaders Preparation Program: A Qualitative Intrinsic Case Study
Date
2023-12
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Abstract
The role of school principals and assistant principals is crucial to student success (Day et al., 2020). State and local governments have established new guidelines making it difficult to train new school leaders (Dare & Saleem, 2022). Limited research has been performed on the benefits of the preparation of principals and assistant principals in a northwest Georgia school district. The problem is 10% of principals and assistant principals request a different position or leave the district after completing the Aspiring Leaders Program. The purpose of this qualitative intrinsic case study was to explore how principals and assistant principals perceive the benefits of the Aspiring Leaders Program in the northwest Georgia school district. Research questions were used to explore the perceptions of principals and assistant principals on the Aspiring Leaders Preparation Program. A sample of 15-20 K-12 principals and assistant principals were interviewed and participated in a focus group. The inclusion criteria for participants will be K-12 principals or assistant principals in a northwest Georgia school district who have completed the Aspiring Leaders Program and have been a principal or assistant principal for at least 1 year. Transformational leadership and adult learning theory provided the theoretical framework for the study. Interviews were conducted, recorded, and analyzed using an inductive approach to explore patterns and themes. Recording and transcribing the data occurred using Otter and transcripts were coded using Delve software.
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