Exploring pre-service administrators’ perceptions of the conditions needed to improve schools

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Abstract

This paper reports results from a mixed methods study conducted with pre-service administrators in an educational leadership program. The study sought to identify which conditions these administrators perceived were important for successful improvement efforts. Results suggest that administrators could identify the presence or absence of conditions in their schools and could also determine which conditions had not been leveraged for improvement activities. Survey results suggest that the administrators perceived communication was the most important condition. The administrators reported that other conditions were not fully utilized. This was particularly true at the elementary level where existing collaboration was misused and opportunities for experimentation limited. The findings are significant given the dearth of research about pre-service administrator’s perceptions of school improvement.

Author

• Chad Lochmiller, Indiana University