A collegial approach to educational leadership: The impact of the lived leadership experiences on principal pedagogy
The purpose of this study is to examine principal pedagogy from the perspective and experiences of urban education leaders; the aspiring principal and the veteran principal. The investigation is centered on the pedagogical experiences of school administrators that develop into the leadership attributes of proficient principals. An examination of collegial administrative relationships within the field of education should reveal the support offered to new and aspiring principals resulting in principal efficacy.
The purpose of this study is to examine principal pedagogy from the perspective and experiences of urban education leaders; the aspiring principal and the veteran principal. Educational leaders note the growing need to identify and prepare aspiring principals to assume the principalship. The significance of this study as it pertains to the role and responsibilities of the principalship will include research based inquiries into the induction process for new principals and mentoring practices designed to offer professional fellowship within the principalship.
The data revealed five key elements of principal efficacy as evidenced through the stories of secondary urban principals. Through a detailed analysis of the case study data, the phenomenon of principal development presented five themes: Philosophy of Educational Leadership, Values and Beliefs, Principal as Communicator, The Servant Leader, and Model Mentor. A conceptual model was developed to illustrate the emerging themes and their impact on principal pedagogy which culminates in overall principal efficacy.