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The article frames principals as central to setting school direction, transforming leadership roles from management and discipline toward instructional, talent, organizational system, and climate/culture leadership. 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Education Reform Journal, 2018, 3(2), 59-77  \nEducation Reform Journal Volume 3 Number 2 2018 [http://www.erjournal.org/](http://www.erjournal.org/)  \nExploring Aspiring School Leaders’ Perception of Preparedness on Four  \nLeadership Domains  \nOlcay Yavuz 1  \nQuintin L. Robinson2  \nAbstract  \nPrincipals play a vital role in setting the direction for successful schools. With the emphasis on preparing highly qualified school leaders for the 21st century, this article investigated aspiring school leaders’ and their perception of preparedness to serve as instructional leaders, talent and organizational system managers. Particularly, the findings explore how various factors are associated with improving future school leaders’ readiness to effectively carryout critical leadership responsibilities. The article concludes with recommendations for developing a well-designed educational leadership training program that prepares and supports future school leaders for an ever changing world.  \nKey Words: Instructional Leadership, Talent Management, Climate and Culture, Organizational System Introduction  \nIn terms of preparing and developing educational leaders, previous studies have revealed four major findings. First, research consistently demonstrates that a high performing school with increased student achievement depends on effective leadership. Second, the majority of studies confirm that the role of school leaders has been transformed from building manager and disciplinarian to a multi-faceted role responsible for increasing student success, building a positive climate and culture, leading an organizational system, and serving as an instructional leader (Fullan, 2015; Pannell, Peltier-Glaze, Haynes, Davis, & Skelton, 2015) . Third, previous studies indicate that the current pre-service principal preparation programs fail to adequately prepare future educational leaders to cope with rigorous and complex job realities (Lynch, 2012) . Fourth, and perhaps the most important finding of the previous research, is that our nation’s underperforming schools and children are unlikely to succeed unless we prepare and develop high quality educational leaders.  \nMuch has changed related to the student learning, assessment and schools’ organizational development in the last 20 years, but existing knowledge, policies, practices and strategies to prepare transformative and effective school leaders for 21st century schools are sparse (Darling-Hammond, LaPointe, Meyerson, Orr,& Cohen, 2007) . Recognizing these challenges, the purpose of this paper is threefold: first, to describe a current comprehensive leader evaluation and support system, second, to share the results of educational leadership readiness self-assessment results, and third, to present a framework for ensuring that candidates who participate in a principal training program are performance and impact ready to make effective systemic changes in our nation’s public schools. With the emphasis on preparing highly qualified school leaders for the 21st century, the purpose of this article is to investigate the aspiring school  \n1 Southern Connecticut State University, Educational Leadership and Policy Studies Department, yavuzo1[at][southerct.edu](southerct.edu)  \n2 Santa Clara University, School of Education and Counseling Psychology Department, qrobinson[at][scu.edu](scu.edu)  \nYavuz & Robinson (2018). Education Reform Journal, 2018, 3(2), 59-77  \nleaders’ perception of preparedness to serve as instructional leaders, talent and organizational system managers.  \nParticularly, this study will address the following research questions in detail: (1) What are the selfreported lowest and highest scored leadership activities that focus on four leadership domains to ensure school improvement and student success? (2) How the aspiring school leaders’ perception of preparedness change by the four leadership domains to ensure the success and achievement of all students (3) If th","cbCain8sDySQLmhZ","https://ap.wps.com/l/cbCain8sDySQLmhZ","pdf",871990,"English","# Abstract\n## Leadership domains and preparedness\n## Study purpose and research questions\n## Standards and evaluation system context\n## Culture and climate background","[{\"question\":\"What leadership areas does the article use to evaluate preparedness?\",\"answer\":\"Preparedness is assessed across four domains: Instructional Leadership, Talent Management, Organizational Systems, and Culture and Climate.\"},{\"question\":\"What is the purpose of the study described in the paper?\",\"answer\":\"The paper aims to describe a comprehensive leader evaluation and support system, report educational leadership readiness self-assessment results, and propose a framework to ensure candidates are performance- and impact-ready.\"},{\"question\":\"Why does the article argue that developing educational leaders is essential?\",\"answer\":\"It emphasizes that underperforming schools and children are unlikely to succeed unless high-quality educational leaders are prepared and developed, supported by evidence-based training programs.\"}]","Exploring Aspiring School Leaders’ Perception of Preparedness on Four Leadership Domains | PDF",1792093661,48]