The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in School District A perceived the program’s effectiveness in preparing them to demonstrate Florida’s principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles within School District A. This study was conducted at the request of the professional development services designee in School District A and is a companion study to research conducted by Eddie Ruiz and Wesley Trimble. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and to gather additional input from program completers. Survey results as well as interview data were analyzed in order to give the professional development services designee information for designing a new principal preparation program for School District A. The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant’s awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to iii the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP. Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness

Denna studie undersöker en regional ledarutbildning utifrån teoretiska perspektiv på ledarutbildningar genom att analysera individuella berättelser från deltagare som genomfört utbildningen. Utöver det syftar studien också till att undersöka hur deltagarna uppfattar ledarutbildningens betydelse i deras transformation till chef. Studien konkluderar att ledarutbildningen inte bara stärker deltagarnas ledarskapsförmågor utan också skapar långvariga nätverk och mentorskap som stödjer deras fortsatta karriärutveckling. Detta bekräftar teorier från Björkegren (1986) och Mintzberg (2004) om vikten av kombinerad teoretisk och praktisk utbildning för effektivt ledarskap. Genom att applicera Bennis (1990) mikrougnsteorin på deltagarnas berättelser analyseras hur ledarskapet skapas. Slutligen undersöks den personliga resa som transformationen till chef innebär utifrån Wengléns (2005) teori om individens roll. Studien tar en kvalitativ ansats där fördjupade intervjuer och deltagande observationer, har varit grunden för den empiriska insamlingen. Samtliga respondenter har genomfört ledarutbildningen och var aktiva chefer när intervjuerna genomfördes. Ytterligare två fördjupade intervjuer genomfördes med en nyckelinformant. Utifrån den teoretiska referensramen har resultatet analyserats och sammanställts i tematiska huvudteman. Ledarskap får en förutsättning att träda fram när individen tillåts reflektera över kunskapen från utbildningen samt applicera den i praktiken. Studien visar att en ledarutbildning som kombinerar teoretisk undervisning med praktisk tillämpning och reflektion är avgörande för att utveckla effektiva ledare. / This study examines a regional leadership training program from theoretical perspectives onleadership training by analyzing individual stories from participants who have completed theprogram. Additionally, the study aims to investigate how participants perceive the importance ofleadership training in their transformation to becoming managers.The study concludes that the leadership program not only strengthens participants' leadership skillsbut also fosters long-lasting networks and mentorships that support their ongoing careerdevelopment. This corroborates theories by Björkegren (1986) and Mintzberg (2004) regarding thesignificance of combining theoretical and practical training for effective leadership. By applyingBennis' (1990) "microwave theory" to participants' narratives, the creation of leadership isanalyzed. Lastly, the personal journey involved in the transformation to becoming a manager isexamined through Wenglén's (2005) theory of individual role.Using a qualitative approach, in-depth interviews and participant observations formed the basis ofempirical data collection. All respondents had completed the leadership program and were activemanagers at the time of the interviews. Additionally, two further in-depth interviews wereconducted with a key informant.Based on the theoretical framework, the results were analyzed and compiled into thematic mainthemes. Leadership emerges when individuals are allowed to reflect on the knowledge gained fromthe program and apply it in practice. The study demonstrates that a leadership program integratingtheoretical instruction with practical application and reflection is crucial for developing effectiveleaders.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 149-153).

Thesis (D.Min.)--Dallas Theological Seminary, 2004. / Includes abstract. Includes bibliographical references (leaves 527-542).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1996. / Abstract. Includes bibliographical references (leaves 275-277).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 149-153).

Thesis (D. Min.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1999. / Abstract. Includes bibliographical references (leaves 226-227).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 149-153).

Introduction: The field of SLP continues to expand, posing challenges to academic and clinical preparation of SLPs (Roth, 2015; Mason et al., 2020). According to Carozza (2019), this rapid growth has led to an increase in the roles and responsibilities for SLPs, including managerial and leadership roles. Leadership in healthcare professions is a developing field and has gained new importance with the global COVID-19 pandemic. According to ASHA’s Professional Issues Statement on the roles and responsibilities of Speech-Language Pathologists in schools (ASHA Practice Policy, 2019), leadership is an important core role and responsibility. This leadership role is performed in advocacy, supervision and mentorship, professional development, parent training and research (ASHA, 2016). Current literature reveals an emphasis on leadership in both Interprofessional Education (IPE) and Interprofessional Practice (IPP). This development emphasizes the importance of exploring leadership in school-based SLPs. Secord (2007) stated that SLPs who are in a leadership capacity can profoundly influence school-based practice. Aim: The purpose of this study is to explore leadership from the perspective of school-based SLPs through survey research. Methods: An exploratory, descriptive, quantitative research design was selected to explore the personal perspectives of school-based SLPs regarding their training in, perceptions of, and experiences regarding leadership. An online survey was developed to answer the following research questions: (1) What leadership training have school-based SLPs been exposed to? (2) What leadership positions do school-based SLPs hold? (3) What leadership characteristics do school-based SLPs consider to be essential for leadership in schools? (4) Which specific needs do school-based SLPs have relating to their leadership roles and goals? A total of 112 practicing school-based clinicians acted as respondents. Descriptive and inferential statistics were used to analyze the data. Thematic analysis was done on the results obtained from the open-ended question. Summary: 92% of the respondents reported that they did not receive any form of leadership education in their graduate program. Only 7% responded that they felt prepared for a leadership position upon graduation. 54% of school-based SLPs reported that they currently hold a leadership position within their school. Some of the leadership characteristics, skills, and strategies identified to be the most important include building trusting relationships; strong collaboration skills; being a good communicator; demonstrating inclusivity; prioritizing students; communicating regularly with teachers; and implementing evidence-based practice. Additionally, the important leadership characteristics to implement during a crisis such as the COVID-19 pandemic were identified as effective and clear communication, flexibility, and the ability to provide clear directions to initiate and maintain action. 59% of the respondents indicated that they would be interested in receiving further information on developing leadership skills in the schools, the most popular preferences being continuing education courses, in-service training, and ASHA annual conventions. The findings indicate an urgent need for increased leadership training in SLP graduate institutions, which may serve to increase both the numbers of school-based SLPs who hold a leadership position, as well as the quality of leadership that school-based SLPs provide within their positions.

This dissertation examines how 17 school leaders from six at-risk schools in the Golden Triangle of Thailand perceived the development of their leadership qualities through an Action Learning (AL) leadership development program and what factors in the AL program enabled that development. The Golden Triangle is the border area between Thailand, Myanmar, and Laos. This area in Thailand is considered one of the largest human and drug trafficking destinations, sources, and transit countries. The schools here regularly encounter leadership and administrative problems, as well as limited resources, while trying to deliver a quality education to at-risk students. The Ministry of Education, Thailand (MOE) uses the National Institute of Development of Teachers, Faculty Staff, and Educational Personnel to provide professional development programs for pre-service and in-service school administrators. These programs have not proven effective. To provide a more effective development method for leadership behavior, the researcher recommended an AL program to MOE. AL is an approach to working with and developing people through the real work of the school/organization. The recommendation was accepted by MOE, and the researcher co-designed an AL program with AL designers and practitioners and local experts and leaders. The researcher then designed a qualitative case study to determine if participants perceived a change in their leadership behaviors and characteristics and what factors in the AL program may have supported that change. The study employed five research methods: a survey with an expert panel, self-administered surveys, critical incident questionnaire (CIQ) interviews, debriefing sessions with the program coaches, and document analysis. The findings from the study showed the school context had a strong influence on the results. The design of Critical Success Factors in the AL program helped support the development of some leadership qualities and the transfer of that learning back to the schools. Results/conclusions indicated participants perceived some improvement in nine leadership qualities with strongest results in Communication Leadership, Caring Leadership, Collaboration, and Confident Leadership. Recommendations were suggested for AL designers and practitioners, MOE administrators, and future research.