Catering for diversity in a principal induction programme

Robinson, Viviane; Eddy, David; Irving, Earl

doi:10.1080/13634230600589691

Cited by 11 publications

(10 citation statements)

References 3 publications

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“…Thus, notwithstanding issues to do with self‐report, evidence of behavioral validity has been found. The theoretical and empirical origins of SALTAL, along with its psychometric properties, have been described in two earlier publications (Robinson et al , 2006, 2008b). Our purpose in this paper is to investigate the psychometric properties of the tool as a repeated measure.…”

Section: Building Instructional Leadership Capacity In New Zealandmentioning

confidence: 99%

“…The two validity studies already published about SALTAL involved assessment of a cohort of principals at one point in time. In a study of 261 FTPs from the 2004 and 2005 cohorts, the four‐factor structure of the SALTAL was established through exploratory factor analysis (Robinson et al , 2006). Estimates of reliability for each factor were acceptable to strong (i.e.…”

Section: Building Instructional Leadership Capacity In New Zealandmentioning

confidence: 99%

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Assessing instructional leadership: a longitudinal study of new principals

Brown

Chai

2012

Journal of Educational Admin

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PurposeThe purpose of this paper is to evaluate the psychometric properties of the Self Assessment of Leadership of Teaching and Learning (SALTAL) inventory, in conditions of repeated administration.Design/methodology/approachIn 2006 and 2007, nearly all of New Zealand's newly‐appointed school principals participated in an 18 month induction program (First Time Principals). The SALTAL self‐report was administered in three waves (i.e. before FTP, after two residential courses, and at the end of the FTP) to two cohorts. This voluntary survey was completed all three times by 55 per cent (n=86) and 44 per cent (n=85) of 2006 and 2007 participants respectively. Multi‐group confirmatory factor analysis evaluated the stability of the SALTAL factor structure for each of the six administrations. Longitudinal curve modeling evaluated the linear effect of time on SALTAL responses.FindingsResponses to SALTAL were found to be statistically equivalent across all six administrations. The longitudinal model was statistically invariant between cohorts. Initial scores were inversely correlated with changes over time. Increased time had a significant effect on SALTAL scores.Originality/valueThe paper shows that the SALTAL has demonstrable stability in eliciting response in repeated administration and is useful for studying the impact of leadership development programs.

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Section: Building Instructional Leadership Capacity In New Zealandmentioning

confidence: 99%

Section: Building Instructional Leadership Capacity In New Zealandmentioning

confidence: 99%

Assessing instructional leadership: a longitudinal study of new principals

Brown

Chai

2012

Journal of Educational Admin

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“…Similarly, there is evidence of the effective employment of coaching and mentoring in principal preparation and the early career stages of principal development (Bush and Coleman, 1995;Robinson et al, 2006) but a dearth of literature about the employment of these personalized methods in relation to the development of experienced principals. One exception is a report of an Australian initiative to partner experienced principals with trained coaches (O'Mahony and Barnett, 2008).…”

Section: Appropriate Forms Of Learning For Experienced Principalsmentioning

confidence: 99%

“…As a small nation with ability to centralize provision of leadership development, New Zealand has embarked on several successful initiatives to strengthen the professional leadership of principals (Wildy et al, 2009). These include well established induction provision for newly appointed principals (Robinson et al, 2006) and aspiring principal development. A recent initiative was a Ministry of Education funded nationwide programme offered by 10 providers for the leadership development of experienced principals.…”

mentioning

confidence: 99%

“…These include well established induction provision for newly appointed principals (Robinson et al, 2006) and aspiring principal development. A recent initiative was a Ministry of Education funded nationwide programme offered by 10 providers for the leadership development of experienced principals.…”

Section: Introduction: a New Zealand Leadership Development Initiativementioning

confidence: 99%

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Leadership Development for Experienced New Zealand Principals

Cardno

Youngs

2013

Educational Management Administration & Leadership

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This article presents the perceptions of approximately 300 experienced New Zealand principals who participated in a pilot leadership development initiative funded by the Ministry of Education. The Experienced Principals Development Programme (EPDP) underwent a rigorous evaluation that included formative (mid-point) and summative (end-point) feedback to participants and providers over an 18-month period. As the literature on leadership development indicates, particular issues arise for those who are experienced in their leadership roles and have progressed beyond early career challenges. To sustain and develop experienced principals, leadership development programmes need to be relevant, personalized and unique. The evaluation methodology used in this study employed a mixed methods approach comprising quantitative and qualitative analysis of two major participant surveys and data collected for three case studies via observation of delivery events and focus group interviews with participants. The findings confirm that the programme was highly relevant for the participants because it was responsive to individual needs and learning styles. A highly effective component was the school-based inquiry project which was viewed as a conduit for personal development and school improvement. Overall, the programme provided opportunities for both personal and professional learning.

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Role of Induction Programme in Organizational Learning and Knowledge Creation

Ranjan,

Jain

2023

Springer Proceedings in Business and Economics

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Catering for diversity in a principal induction programme

Cited by 11 publications

References 3 publications

Assessing instructional leadership: a longitudinal study of new principals

Assessing instructional leadership: a longitudinal study of new principals

Leadership Development for Experienced New Zealand Principals

Role of Induction Programme in Organizational Learning and Knowledge Creation

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