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Content analysis yields five themes: collaboration, improving student achievement, creating safe learning environments, using a diversity lens, and enhancing leadership behavior. Findings also show distinct patterns between male and female aspiring school principals, with discussion and implications for principal preparation programs.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-scholar-practitioner-problems-of-practice-identified-by-aspiring-school-leaders/601920/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-scholar-practitioner-problems-of-practice-identified-by-aspiring-school-leaders/601920.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine aspiring school principals’ perspectives on current problems of practice and their proposed study approaches for research.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the aspiring school leaders’ projects analyzed?",{"text":117,"@type":113},"Through content analysis of 44 final projects from a master’s-level research course.",{"name":119,"@type":110,"acceptedAnswer":120},"What major themes were identified in the projects?",{"text":121,"@type":113},"Five themes emerged: collaboration, improving student achievement, creating safe learning environments, using a diversity lens, and enhancing leadership behavior.",{"name":123,"@type":110,"acceptedAnswer":124},"What implications does the study suggest for principal preparation programs?",{"text":125,"@type":113},"Principal preparation programs should better develop scholar-practitioners and strengthen improvement efforts by aligning research, practice, and leadership expectations.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},601920,1792160630,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":41},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Scholar-Practitioner: Problems of Practice Identified by Aspiring School Leaders  \nJafeth E. Sanchez  \nUniversity of Nevada, Reno  \nShelley Kresyman  \nUniversity of Nevada, Reno  \nPrincipal preparation programs must work to develop scholar-practitioners. This will help to ensure that school leaders are able to use research methodologies to examine problems of practice, make critical data-based decisions toward positive change, and effectively implement research-based practices to drive school improvement. With this in mind, we examined 44 aspiring school leaders’final projects within a master’s-level research course in which they were asked to identify a problem of practice in education and write a research proposal that delineated how they could potentially study that problem of practice. Through a content analysis, five themes were identified: (a) Let’s Collaborate, (b) Improve Student Achievement, (c) Create a Safe Learning Environment, (d) Use a Diversity Lens, and (e) Enhance Leadership Behavior. Within these themes, unique distinctions were evidenced between male and female aspiring school principals. A discussion of these findings and distinctions is provided, along with implications for principal preparation programs.  \nKeywords: aspiring school leader, scholar-practitioner, content analysis, principal preparation  \nICPEL Education Leadership Review, Vol. 20, No. 1– November, 2019 ISSN: 1532-0723 © 2019 International Council of Professors of Educational Leadership  \nIn a recent call for improvement among principal preparation programs, the Wallace Foundation (2016) highlighted key aspects of high-quality programs. Among those key aspects, the creation of opportunities in which aspiring school leaders can make connections among their field experiences, research, theory, and practice “appears to better prepare principals to lead and impact change”(Campanotta, Simpson, Newton, 2018, p. 227) . In particular, when principal preparation programs are able to develop scholar-practitioners, school leaders use core values of the community, democracy, social justice, caring, and equity to create change within their school settings (Schultz, 2010) . However, programs of educational leadership and administration often focus on developing the scholar-practitioner only for those seeking doctoral degrees (Bowers, 2017), rather than for those who are seeking a master’s degree with the aim of becoming a school principal.  \nTo serve as a school principal, a master’s degree is typically required for the role, and principals are increasingly tasked with leading and creating a continuous cycle of improvement with research-based practices. This cycle of improvement necessitates a deep understanding of the intersection between research and practice. Consequently, there is a need to better understand aspiring school leaders’perspectives on current problems of practice and how they propose to study such problems through research. This strengthened understanding will support improvement among principal preparation programs in order to better develop school leaders who can serve as scholar-practitioners and enact educational change. Therefore, the purpose of this study was to examine aspiring school principals’ perspectives on current problems of practice and their proposed study for research.  \nThe Scholar-Practitioner  \nAccording to Schultz (2010),“The call for educational leaders who utilize scholarship via inquiry of, in, and for practice brings us to the label of the scholar-practitioner”(p. 53) . The author affirms that the scholar-practitioner within an educational leadership setting is able to use inquiry to guide efforts, generate knowledge, and impact current practice for more equitable outcomes. Hampton (2010) added that scholar-practitioners take action to create change, rather than just believing that a need for change exists, and challenge the status quo.  \nGiven this focus on change, Bailey (2014) indicated that the scholar-pra","cbCaimr1taiBIRQR","https://ap.wps.com/l/cbCaimr1taiBIRQR","pdf",204058,12,"English","# Introduction\n## Purpose and Need for Scholar-Practitioners\n## The Scholar-Practitioner\n## Background and Program Transformation","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine aspiring school principals’ perspectives on current problems of practice and their proposed study approaches for research.\"},{\"question\":\"How were the aspiring school leaders’ projects analyzed?\",\"answer\":\"Through content analysis of 44 final projects from a master’s-level research course.\"},{\"question\":\"What major themes were identified in the projects?\",\"answer\":\"Five themes emerged: collaboration, improving student achievement, creating safe learning environments, using a diversity lens, and enhancing leadership behavior.\"},{\"question\":\"What implications does the study suggest for principal preparation programs?\",\"answer\":\"Principal preparation programs should better develop scholar-practitioners and strengthen improvement efforts by aligning research, practice, and leadership expectations.\"}]","The Scholar-Practitioner - Problems of Practice Identified by Aspiring School Leaders | PDF",1792093697]