[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603427-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-603427-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","recruitment-and-retention-of-quality-principals-essential-for-successful-schools","Recruitment and Retention of Quality Principals - Essential for Successful Schools","","Recruitment and retention of quality principals are framed as decisive factors for school success, with current principal preparation criticized for weak candidate quality and non-selective, enrollment-driven program practices. The text argues that policies often require credentials without specifying performance criteria, and that entry into educational administration remains informal and casual. It calls for selective recruitment using performance standards, followed by practice-oriented preparation that produces readiness to lead, supported by a candidate example describing early mentoring and targeted role experience.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/recruitment-and-retention-of-quality-principals-essential-for-successful-schools/603427/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/recruitment-and-retention-of-quality-principals-essential-for-successful-schools/603427.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problems in principal preparation does the text emphasize?","Question",{"text":62,"@type":63},"It highlights poor quality and limited experience of candidates, alongside an “admissions rather than selection” approach driven by enrollment demands rather than rigorous recruiting. It also points to insufficient systematic recruitment of the best candidates, especially for urban and low-achieving schools.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do current certification requirements affect candidate readiness?",{"text":67,"@type":63},"The text notes that requirements vary by state but often focus on approved programs, graduate degrees, teaching certification, and teaching experience. It argues these criteria commonly fail to define performance measures that would indicate leadership potential.",{"name":69,"@type":60,"acceptedAnswer":70},"What solution does the text propose for improving principal leadership?",{"text":71,"@type":63},"It argues for selective recruitment using performance criteria and selecting only the best recruits. It also calls for practice-oriented preparation experiences to ensure readiness and capability to lead effective schools.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},603427,1792113655,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Recruitment and Retention of Quality Principals: Essential for Successful Schools  \nTricia Browne-Ferrigno  \nUniversity of Kentucky  \nRodney Muth  \nUniversity of Colorado at Denver  \nTwo significant problems attend principal preparation today: the quality and experience of candidates for preparation and the “y’all come” attitude of programs driven by demands for enrollments. These issues are abetted by a long history of non-selective practices in accepting candidates into preparation programs and the distinct lack of systematic recruitment of the best possible candidates for principalships, particularly for urban and other schools with low-achieving student populations. Further, issues related to preparation provided for countless numbers of people who never use their credentials suggest significant changes in how candidates are recruited and selected.  \nIntroduction  \nContinuing national pre-eminence in a world economy requires a commitment to quality not in evidence recently, particularly in American public education. Yet, since publication of A Nation at Risk (National Commission on Excellence in Education, 1983), performance of America’s schools has been questioned seriously and remained an important agenda item for policymakers and education officials (Fuhrman, 1993; Good, 2000) . Although educational policymakers have mandated educational reforms, educational policies have limited direct impact on what actually happens in schools (Fuhrman, 1994; House, 1998; O’Day & Smith, 1993; Smith & O’Day, 1991; Tyack & Cuban, 1995) . Rather, the actions of principals and teachers—those individuals who lead schools and meet daily with children—most directly affect school success (Adams, 1999; Donaldson, 2006; Fullan, 2001; Marks & Louis, 1999), and research on high-performing schools shows a direct link between student achievement and effective principal leadership (Cotton, 2003; Hallinger & Heck, 1998; Leithwood & Jantzi, 1999; Marzano, Waters, & McNulty, 2005) . Important short-and long-term tasks that principals must accomplish also have been identified (Bellamy, Fulmer, Murphy, & Muth, 2007; Davies, 2006; Leithwood & Riehl, 2003; Marazza, 2003; McEwan, 2003; Wong, Nicotera, & Gutherie, 2007) . Yet, even though quality principals choose quality teachers, which makes an important difference in educational outcomes even in characteristically low-achieving schools (Baker & Cooper, 2005), we tend to admit  \nCAPEA Education Leadership and Administration, Vol. 20—2008  \n©2010 DEStech Publications, Inc. 19  \n20 CAPEA Education Leadership and Administration  \nand train virtually anyone who seeks tobe prepared as a teacher or principal who meets the most minimal academic requirements.  \nSuch practices are contrary to the beliefs of policy makers and educational officials in 49 states who regulate who can become principals: They believe that “only well-prepared and qualified individuals” (Young, Petersen, & Short, 2002, p. 153) should lead schools. Nevertheless, the requirements for initial certification as a school leader vary considerably state by state and systematically fail to specify performance criteria that might warrant potential for successful leadership. Instead, common requirements include successful completion of an approved preparation program (31 states), a graduate degree (44 states), teaching certification (30 states), and teaching experience (39 states) . Although three years ofteaching experience is most common, the range is from 2 years (Alabama, Illinois, Indiana, Missouri, Nebraska, Ohio, Oklahoma, Oregon, Texas, Utah) to 7 years (New Mexico) . Only 28 states require supervised internships prior to initial certification (Toye, Blank, Sanders, & Williams, 2007) . Whereas 49 states regulate initial certification, entry into the field of educational administration actually appears “informal, haphazard, and casual”(Murphy, 1992, p. 80) because prospective candidates typically self-select into preparation programs.  \nWe arg","cbCaitvt3h8OHwXt","https://ap.wps.com/l/cbCaitvt3h8OHwXt","pdf",128019,27,"English","# Introduction\n# Problems in current principal preparation\n## Non-selective admissions and enrollment demands\n## Credential-based requirements without performance criteria\n# Selective recruitment and practice-oriented preparation\n## Candidate example and implications","[{\"question\":\"What problems in principal preparation does the text emphasize?\",\"answer\":\"It highlights poor quality and limited experience of candidates, alongside an “admissions rather than selection” approach driven by enrollment demands rather than rigorous recruiting. It also points to insufficient systematic recruitment of the best candidates, especially for urban and low-achieving schools.\"},{\"question\":\"How do current certification requirements affect candidate readiness?\",\"answer\":\"The text notes that requirements vary by state but often focus on approved programs, graduate degrees, teaching certification, and teaching experience. It argues these criteria commonly fail to define performance measures that would indicate leadership potential.\"},{\"question\":\"What solution does the text propose for improving principal leadership?\",\"answer\":\"It argues for selective recruitment using performance criteria and selecting only the best recruits. It also calls for practice-oriented preparation experiences to ensure readiness and capability to lead effective schools.\"}]","Recruitment and Retention of Quality Principals - Essential for Successful Schools | PDF",1792096219,68]