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This study examined the types of training that school principals currently have and perceive they need in order to effectively address school safety and respond to crisis events. Elementary, middle, and high school principals across the Commonwealth of Virginia were surveyed utilizing an adjusted version of the School Safety Needs Training Survey constructed by the Virginia Department of Criminal Justice Services Virginia Center for School Safety. Out of the total 1,791 surveys sent out, 648 surveys were returned, resulting in a 36 percent response rate. Analyses of Variances (ANOVA) and descriptive statistics were run on the data, and Bonferroni post hoc tests for significance were conducted in order to examine differences in the perceived training needs of principals based on level of administration. Findings indicated that principals had the most training on the school safety topics of medical emergencies, managing bomb threats, and responding to crisis incidents. Principals at the elementary, middle, and high school levels all reported that they needed more training in the area of dealing with disruptive and assaultive students and intervening with angry and abusive parents and family members. Significant differences were found between elementary and middle school principals and elementary and high school principals. Findings indicate that middle and high school principals were more concerned with receiving training on topics that dealt with violent and criminal activity than elementary school principals. / Ed. D.

This study investigated how school divisions in Virginia socialized new middle school principals, and the effects this socialization had on the principals' role. It also examined the effects of school division characteristics and principal traits on the selection of socialization tactics and on role outcomes. Consistent with theory, the results suggest that the choice of different socialization tactics lead to different role outcomes. Specifically, the tactics concerned mainly with the social aspects of newcomer principal adjustment were most influential in moderating levels of role conflict and role ambiguity, and to a lesser degree in determining role orientation. The results also suggest that the size and wealth of school divisions effect the selection of some socialization tactics. Further, the results suggest that the age, gender, and ethnicity of principals influence the determination of role orientation, and moderate the levels of role conflict and role ambiguity. / Ed. D.

As the emphasis on accountability in public education has increased, the interest in the accurate evaluation of school principals has been heightened. A large body of research and writing regarding the processes used for evaluating principals has been developed. The purposes of this study were: (a) to develop a conceptual framework by synthesizing research on the recommended process of principal evaluation, (b) to compare the conceptual framework that was developed with what was currently being implemented by selected school districts, and (c) to determine the currently used processes for principal evaluations within the population being researched. This study developed a research-based conceptual framework that resulted from the review of the research and writing on principal evaluation since 1990. An analysis tool to be used to analyze school district principal evaluation procedures was developed from the conceptual framework. This study analyzed principal evaluation procedures in 41 school districts in 7 southeastern states: Florida, Georgia, Kentucky, Maryland, North Carolina, South Carolina, and Virginia. The conceptual framework consisted of four major considerations that were apparent in the review of the literature: (a) the purpose of evaluating principals, (b) the individuals who were involved in the principal evaluation process, (c) the procedures and structure of principal evaluation, and (d) the effective principal behaviors/competencies for which principals were evaluated. The data analysis revealed that school districts in states with a state developed process for principal evaluation more completely addressed the evaluation practices contained in the conceptual framework than districts in states without uniform evaluation procedures. Although recommended by the literature, current principal evaluation practices did not contain measurable student achievement and school related outcomes as part of the principal evaluation process in the districts surveyed. Recommendations for further study included: further analysis of the districts that did use measurable data as part of the evaluation process, analysis why principals were not reappointed at the conclusion of the evaluation process in selected districts, and follow-up research to re-examine the states surveyed to observe changes in practice and to extend the study beyond the seven southeastern states.