The Relationship Between Measures of Preservice Principal Practice and Future Principal Job Performance

Principals are the second-largest school-based contributor to student achievement. Interventions focused early in the “pipeline” for identifying and developing effective principals might be a promising strategy for promoting principal effectiveness, yet no prior research has examined measures of principal performance during preservice preparation. We analyze 31 measures of principal practices developed by New Leaders and integrate into their year-long, preservice Aspiring Principals program. We link these measures to administrative data in nine districts to understand how they predict student and principal outcomes after candidate placement. We find associations with gains in student achievement on standardized tests, gains in student attendance, and higher rates of principal retention. We compare our results with studies of measures from licensure exams and evaluation systems.

Examining Job Satisfaction among Kentucky Head Principals Using the Rasch Rating Scale Model

<p>Effective principals can impact student learning and other vital outcomes; thus, it is important to retain effective school leaders. This article examines the perceived sources of Kentucky principals’ satisfaction and dissatisfaction with their work and implications for policies and practices to increase principal retention. Survey research methods were used and Kentucky principals’ satisfaction with specified job facets was measured using the Rasch Rating Scale Model (RRSM). Data indicated that head principals sampled in Kentucky were generally dissatisfied with the amount of time spent on tasks that have nothing to do with their primary responsibility of improving student outcomes. </p>