Characteristics of Tenure-Line Faculty in Leadership Preparation Programs: An Analysis of Academic Preparation and Administrative Experience

Abstract

This study investigated the credentials of 755 tenure-line educational leadership faculty members, using data collected through an online questionnaire. Findings disclosed that research institutions were significantly more likely than doctoral or comprehensive institutions to hire faculty with a PhD from a research university and who identified research as their primary professional strength. A greater proportion of faculty in comprehensive universities had served as school administrators before entering academe than was the case for those at research universities. These findings have significant implications for the field, given that an increasing number of school leaders nationally are prepared at comprehensive institutions.Educational leadership is an applied field, and high quality preparation is essential so aspiring administrators attain the knowledge and skills to effectively lead the nation's schools and school systems. Arguably, program quality is directly attributable to the

Formal Knowledge Acquisition and Socialization to Educational Leadership by Program Graduates: The Intersection of Social Justice and the Role of Program Faculty

“…The characteristics of faculty in educational leadership deemed desirable is impacted by changes in focus of the preparation program (Hackmann et al, 2017). According to Baker, Orr, et al (2007), it is through graduate preparation at the university level that opportunities for those seeking to hold leadership positions are created.…”

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

“…Within the combined scholarships of teaching and research, LPP faculty strive for further identity development of mid-career educators as aspiring school leadership who recognize and work to change systemic bias in schools' teaching practices or allocation of human and material resources (Ryan, 2010;Carpenter et al, 2015;Robey et al, 2019). This work also has implications for LPP faculty's well-being and success as professors (Hackmann et al, 2017;Martinez and Welton, 2017), as well as graduate students' satisfaction with LPP quality and the adequacy of their preparation to lead within educational organizations.…”

The Experiences of Faculty of Color in Departments of Educational Leadership and Administration: The Role of Emotional and Social Intelligence in Navigating Promotion and Tenure to Achieve the Rank of Associate Professor

“…Previous research has called on educational leaders to be more mindful in considering the gaps that exist in the manner in which faculty are prepared and the ways in which their roles are carried out (Terosky & Gonzales, 2016). Hackmann et al (2017) defined educational leadership as "an applied field" where "high quality preparation is essential so aspiring administrators attain the knowledge and skills to effectively lead the nation's schools and school systems" (p. 143). Quezada and Louque (2004) pointed to the increased need for educational administrators who are ethnically and racially diverse to assist the new generation of P-20 leaders charged with guiding increasingly diverse educational communities.…”