The Effectiveness of Principal Preparation Programs: Results of a South African Survey

• In Event: Enhancing Leadership Development in the International Community

Abstract

Context
The International Study of the Preparation of Principals is being conducted in 13 countries to determine the usefulness of principal preparation programs to novice principals. Stage one of the study consisted of a review of literature relevant to principal preparation programs in the different countries. During stage two, case studies were conducted among novice principals. In this proposal the initial findings of stage three of the South African survey are reported. A survey instrument was administered to 66 principals in the North West Province of South Africa. The survey instrument addressed salient issues that arose during stages one and two of the study and made it possible for the researchers to highlight patterns, similarities, and contrasts that emerge within and across cultures.

Objective
The survey sought to address the larger study question by asking South African participants to respond to questions about the relevance of principal preparation programs.

Theoretical Framework
Based on the work of authors such as Cowie & Crawford (2007), Graczewski, Knudson & Holtzman (2009), Mestry & Singh (2007), Evers & Katyal (2007), our conceptual-theoretical framework embraces the following philosophical assumptions:
• Leadership preparation can contribute to increased success for school principals during their early years of appointment.
• Both informal and formal leadership preparation are useful to principals.
• There is a need for cross-cultural analyses of leadership preparation.
• Our understanding of what new principals should know is tentative and changing.

Methodology and Data Sources
A questionnaire consisting of rating-type and open-ended questions was administered to 66 school principals in the North West province of South Africa. The North West province is a rural province with three small urban areas. Although the context was rural, most schools had more than 400 learners. Twenty-nine of these principals had 3 years or less experience as principals. The results from these two groups of principals were analysed separately and as part of the larger group of principals in order to establish patterns among novice and experienced principals. The results of the novice principals are reported in this paper.

Results
Based on the analyses of the data from the questionnaire, participants indicated that they were unprepared to deal with issues regarding poor performing staff and feelings of isolation. Based on their preparation, however, they felt more confident to work with parents and to establish “credibility” in the community. The responses to the open-ended questions confirmed the above, but the need for more effective mentorship also came to the fore. Logistical issues such as financial management and fundraising were also aspects that respondents felt required more effective preparation.

Scholarly Significance of the Study
The study provided a provisional answer to Cowie and Crawfords’s (2007) question whether pre-appointment preparation programs “do any good.” The need for formal mentoring and guidance should be addressed through these programs without underestimating the role of informal mentoring and networks. The participants attached value to knowledge about establishing relationships within the school. This challenges the content of many traditional principal preparation programs.

Author

• Kobus Mentz, North-West University