40 Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd ASPIRING PRINCIPAL DEVELOPMENT IN ONE NORTH TEXAS SCHOOL DISTRICT Lorie Cooper Squalls, Ed.D. Introduction The principalship has evolved into a multifaceted role encompassing instructional leadership, teacher development, school safety, strategic visioning, and accountability for student achievement (Cook-Harvey et al., 2016; Skaalvik, 2020). Recent data from the National Association of Secondary School Principals (NASSP, n.d.) indicate that over one-third of principals expect to leave their positions within three years, raising concerns about leadership sustainability. Post-pandemic challenges, including teacher recruitment, student and staff wellbeing, and intensified accountability pressures, have exacerbated these challenges (Cox & Mullen, 2023). In response, districts are increasingly designing internal leadership pipelines to cultivate future principals. The current study examines one North Texas district’s aspiring principal program to evaluate its effectiveness in developing leadership competencies and shaping participants’ perceptions of the principalship. Literature Review Nearly half of principals report that pandemic-related working conditions accelerated their plans to leave the profession, and by August 2022, over one-third expected to leave within three years (NASSP, n.d.). The principalship has evolved from primarily managerial duties to an expansive role encompassing instructional leadership, teacher development, school safety, and community engagement (Carpenter et al., 2022; Skaalvik, 2020). The growing complexity of the role has made preparing assistant principals for promotion increasingly challenging. Key competencies for effective principals include pedagogical expertise, strategic thinking, interpersonal skills, and operational management (Aladjem et al., 2021). Traditional preparation models and external professional development are often insufficient; instead, districts need locally developed leadership pipelines aligned with their mission and vision. High-quality aspiring principal programs can equip candidates to navigate the demands of the role and address personal growth areas. The literature review examined: • The evolving role of the principal and emerging challenges in the current social, cultural, and economic context, • The relationship between school leadership and student achievement, including the effects of turnover, • Novice principal challenges in high-pressure environments, • The effectiveness of principal preparation programs across different models, • The qualities of strong leadership pipelines, particularly district-developed ones, and • The continuum of support for principals, including mentoring, coaching, and supervision. Research consistently affirms the principal’s critical role in shaping student outcomes and school success, making effective preparation programs a central focus for both scholarship and practice.
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