Examining the Value Aspiring Principals Place on Various Instructional Strategies in Principal Preparation

Abstract

Abstract: This article reports on a study of the value master’s students in a principal preparation program placed on a variety of instructional strategies. The aspiring principals completed a survey with fixed-response and open-ended items. The students’ most valued class discussions were about how their personal experiences related to the class topic and how to apply the topic to practice. Class activities valued most highly by the aspiring principals were problem solving, simulations, small-group discussions, and whole-group discussions. Out-of-class assignments rated most highly included writing reflective papers, conducting interviews and observations, and performing leadership activities in schools. The types of readings the master’s students most appreciated were case studies and journal articles. In describing their “outstanding professor,” the aspiring principals focused on the professor’s personal qualities, creation of a positive learning environment, and constructivist teaching.