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Results support more targeted preparation for future principalship.",{"@graph":14,"@context":71},[15,34,54],{"@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/the-effect-of-leadership-style-on-preservice-concerns-about-becoming-a-principal/603357/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-leadership-style-on-preservice-concerns-about-becoming-a-principal/603357.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":22},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What was the purpose of the study?","Question",{"text":61,"@type":62},"The study investigated how preservice principals’ leadership styles and supervising principals’ leadership styles interact to influence preservice principals’ concerns about becoming a principal before and after internship.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What concerns dimensions were examined?",{"text":66,"@type":62},"The study focused on self concerns, task concerns, and impact concerns related to the principalship.",{"name":68,"@type":59,"acceptedAnswer":69},"How do transformational and transactional leadership differ in the study’s framework?",{"text":70,"@type":62},"Transactional leaders are described as task oriented and rely on rewards and punishments, while transformational leaders are people oriented, motivated through shared vision and commitment, emphasizing trust, respect, and empowerment.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},603357,1792100481,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","The Effect of Leadership Style on Preservice Concerns about Becoming a Principal  \nMack T. Hines III  \nSam Houston State University  \nAbstract: This study investigated the interactive effects of supervising principals’and preservice principals’leadership styles on preservice principals’ pre and post internship concerns about becoming aprincipal. These findings suggest that the principal’s leadership style is an influential determinant ofpreservice principals’ concerns about becoming a principal. The findings also highlight the need to closely examine the relationship between preservice principals and their supervising principals.  \nIntroduction  \nThe purpose of the internship is to provide preservice teachers and principals with the opportunities to develop their skills in teaching and school leadership. Since 1969, numerous researchers (Fuller, 1969; Hall, George, & Rutherford, 1977, 1998; Hall & Hord, 1987) have documented preservice teachers’ internship related concerns about becoming teachers. The results from their work revealed that preservice teachers depart their internship experiences with self concerns, task concerns, and impact concerns for teaching. Teacher education units  \nVolume 19, Fall 2007 103  \nhave used this research to address their concerns during and after the internship.  \nHowever, no research has sought to determine if preservice principals depart their internship with self concerns, task concerns, and impact concerns about the principalship. In addition, no research has investigated the possible relationship between these concerns and the leadership styles of preservice principals and supervising principals. Therefore, this study investigated the interactive effects of preservice principals’ leadership styles and supervising principals’ leadership styles’ on pre and post internship concerns about becoming principals. The two research questions for this study were as follows:  \n1. What are preservice principals’ pre and post internship self, task, and impact concerns about becoming a principal?  \n2.What are the interactive effects of preservice principals’ leadership styles and supervising principals’ leadership styles on self, task, and impact concerns about becoming a principal?  \nThe significance of this inquiry is threefold. First, many first year principals struggle with providing schools with effective leadership (Adams, 1999) . These problems may be a result of a lack of focus on their concerns during the internship. Thus, the implications are to identify and address these concerns. This approach may create better prepared first year principals.  \nThe second significantpointisthatpreserviceprincipalsneedto develop a clear understanding of their leadership style. The identification process should begin either before or during the internship. By identifying their leadership style, preservice principals will be better prepared to determine how to be effective leaders for schools. In addition, they can use the internship experiences to hone their skills for becoming needs-satisfying principals. Third, this study could bring significant attention to another dimension on the leadership influence of the principal. Deal and Peterson (1999) indicated that a principal’s leadership affects every element of the school culture. Both the preservice principal’s leadership style and internship are a part of the school culture. The principal’s leadership style would presumably impact the nature of the internship experience for preservice principals. This study, however, could indicate that either or both the supervising principal’s leadership and preservice principal’s leadership influence the preservice principal’s internship related concerns regarding the principalship. Such findings would provide school districts and principal preparation programs with more insight on how principals and preservice principals influence preservice principals’ concerns for leading schools.  \n104 Educational Leadership and Admini","cbCaigvAjUsmqUR1","https://ap.wps.com/l/cbCaigvAjUsmqUR1","pdf",110710,14,"English","# Introduction\n## Purpose of the internship\n## Research questions\n## Significance of the inquiry\n# Theoretical Framework\n## Transformational and Transactional Leadership\n## Concerns Theory","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study investigated how preservice principals’ leadership styles and supervising principals’ leadership styles interact to influence preservice principals’ concerns about becoming a principal before and after internship.\"},{\"question\":\"What concerns dimensions were examined?\",\"answer\":\"The study focused on self concerns, task concerns, and impact concerns related to the principalship.\"},{\"question\":\"How do transformational and transactional leadership differ in the study’s framework?\",\"answer\":\"Transactional leaders are described as task oriented and rely on rewards and punishments, while transformational leaders are people oriented, motivated through shared vision and commitment, emphasizing trust, respect, and empowerment.\"}]","The Effect of Leadership Style on Preservice Concerns about Becoming a Principal | PDF",1792096125,35]