The effects of participation in the Louisiana Principal Internship /Induction program on school performance scores and on teacher and principal perceptions of principals' knowledge, skills, and dispositions
Date of Award
Doctor of Education (EdD)
Curriculum, Instruction, and Leadership
The primary purposes of this study were to determine if the Louisiana Principal Internship/Induction (LPI) program had an effect on school performance scores; if principal gender, years of experience, or LPI status predicted principal self-assessment of the knowledge, skills, and dispositions of administrators; and if principal gender, years of experience, or LPI status predicted teachers' assessment of their principal's administrative knowledge, skills, and dispositions. A causal-comparative research design was utilized in this study. Study participants included 120 principals and 1,060 teachers from 15 school districts in north Louisiana who responded to the NASSP 21st Century School Administrator Skills self-assessment and observer assessment. Data were analyzed using an Analysis of Variance (ANOVA) and a Multivariate Analysis of Variance (MANOVA).
Key findings in this study indicated that although there was no significant difference in school performance scores for principals who participated in the LPI as compared to those principals who did not participate in the program, the LPI participants received higher mean scores from their teachers on all 10 variables on the teacher survey. Another key finding revealed by the principal self-assessment and observer assessment that gender predicted the knowledge of the administrators, skills of administrators, and dispositions of administrators in relation to the combined 10 quotients of both surveys. The 10 quotients that provided mean scores included: setting instructional directions, teamwork, sensitivity, judgment, results orientation, organizational ability, oral communication, written communication, developing others, and understanding own strengths and weaknesses. Female principals had higher mean quotient scores for each of the 10 quotient variables than did male principals. There was no significant difference among principal's years of experience and LPI participation in predicting an administrator's knowledge, skills, and dispositions as correlated by the NASSP 21st Century School Administrator Skills self-assessment and observer assessment.
Coker, Don, "" (2005). Dissertation. 616.