{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1404"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1404","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"A Qualitative Study: Understanding the Value of Formal Leadership Preparation Programs to Novice Principals","abstract":"The purpose of this qualitative research study was to understand the value of formal leadership preparation programs as described by novice principals. The study focused on the lived experiences of the eight principals and their reflection of their formal leadership preparation experiences as they transitioned into the role of principal. Through a series of semi-structured interview questions, individual responses revealed leadership preparation experiences were beneficial and highly valued by novice principals. Formal experiences such as internships, mentoring relationships, shadowing experiences and educational leadership coursework were described as building blocks for novice principals. The results of this study state that leaders must know, understand, and do what is needed to impact student achievement. The implications of this study rest in the hands of the numerous stakeholders that stand to gain future leaders who are more than adequately prepared to effectively improve our schools and learning communities.","abstract_html":"The purpose of this qualitative research study was to understand the value of formal leadership preparation programs as described by novice principals. The study focused on the lived experiences of the eight principals and their reflection of their formal leadership preparation experiences as they transitioned into the role of principal. Through a series of semi-structured interview questions, individual responses revealed leadership preparation experiences were beneficial and highly valued by novice principals. Formal experiences such as internships, mentoring relationships, shadowing experiences and educational leadership coursework were described as building blocks for novice principals. The results of this study state that leaders must know, understand, and do what is needed to impact student achievement. The implications of this study rest in the hands of the numerous stakeholders that stand to gain future leaders who are more than adequately prepared to effectively improve our schools and learning communities.","abstract_has_math":false,"creators":["Simmons, Marty Kent"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Linda Arthur","Anne Marshall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-01T07:00:00Z","date_published":"2012-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Administrators","Educational leadership","Formal leadership preparation programs","Instructional leader","Novice principal and Principal","School principals","Professional relationships"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/404","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Arthur","Anne Marshall"]},{"key":"dc:creator","label":"Author","values":["Simmons, Marty Kent"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Administrators","Educational leadership","Formal leadership preparation programs","Instructional leader","Novice principal and Principal","School principals","Professional relationships"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/404"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative research study was to understand the value of formal leadership preparation programs as described by novice principals. The study focused on the lived experiences of the eight principals and their reflection of their formal leadership preparation experiences as they transitioned into the role of principal. Through a series of semi-structured interview questions, individual responses revealed leadership preparation experiences were beneficial and highly valued by novice principals. Formal experiences such as internships, mentoring relationships, shadowing experiences and educational leadership coursework were described as building blocks for novice principals. The results of this study state that leaders must know, understand, and do what is needed to impact student achievement. The implications of this study rest in the hands of the numerous stakeholders that stand to gain future leaders who are more than adequately prepared to effectively improve our schools and learning communities."]},{"key":"dc:title","label":"Title","values":["A Qualitative Study: Understanding the Value of Formal Leadership Preparation Programs to Novice Principals"]}]}],"canonical_facts":{"dc:contributor":["Linda Arthur","Anne Marshall"],"dc:creator":["Simmons, Marty Kent"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative research study was to understand the value of formal leadership preparation programs as described by novice principals. The study focused on the lived experiences of the eight principals and their reflection of their formal leadership preparation experiences as they transitioned into the role of principal. Through a series of semi-structured interview questions, individual responses revealed leadership preparation experiences were beneficial and highly valued by novice principals. Formal experiences such as internships, mentoring relationships, shadowing experiences and educational leadership coursework were described as building blocks for novice principals. The results of this study state that leaders must know, understand, and do what is needed to impact student achievement. The implications of this study rest in the hands of the numerous stakeholders that stand to gain future leaders who are more than adequately prepared to effectively improve our schools and learning communities."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/404"],"dc:subject":["ETD","Administrators","Educational leadership","Formal leadership preparation programs","Instructional leader","Novice principal and Principal","School principals","Professional relationships"],"dc:title":["A Qualitative Study: Understanding the Value of Formal Leadership Preparation Programs to Novice Principals"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Educational Leadership (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}