Journal of K-12 Educational Research 43 data was collected for all 10 participants. The preassessment and post-assessment data were obtained directly from the district as historical data. All assistant principals were invited to participate in the interview, and nine out of 10 participants responded to the invitation and subsequently participated in the interview. One participant did not respond. Participants had an average of 20 years of experience in education, six years of experience as assistant principals, and 12 years of experience in the district. Seventy percent of participants were females. Reliability Testing Using Cronbach’s Alpha The pre-assessment and post-assessment that all participants of the aspiring principal program completed was a district-developed instrument. The goal was to have both the assistant principal and principal reflect on the leadership responsibilities and rate their level of competence in a collaborative conversation both before and after the completion of the aspiring principal program. There were 21 leadership responsibilities on the district-developed pre-assessment and post-assessment instrument. Since this assessment was district-developed, reliability testing was needed. Cronbach’s Alpha was used to assess the reliability of the assessment by comparing the amount of shared variance among the instrument items. The reliability value for the pre-assessment and the post-assessment was .95, indicating a high degree of internal consistency, resulting in the assessment instrument being deemed excellent on reliability, producing stable and repeatable outcomes (Moran, 2018). Findings for RQ1 (Quantitative) RQ1 was explored using dependent samples t-tests. Table 1 Research Questions and Interview Questions Research Question Interview Question RQ2: What are the perceptions of assistant principals about the role of the school principal as a result of participating in the aspiring principal program? • What do you believe is the role of the principal? • Have your impressions changed as a result of participating in the program? • What leadership quality do you think is most important for an aspiring principal? • What is one area or leadership quality that you believe you needed to grow in the most? Did the program help you grow in that area? If so, how? • If you oversaw creating an aspiring principal program, what activities/lessons would you be sure to include? RQ3: What are the perceptions of assistant principals about the impact of the aspiring principal program on their current leadership behaviors? • Why did you decide to participate in the aspiring principal program? • What was the most impactful aspect of the program? • What aspect of the program was most important for you? • Reflecting on your pre-assessment and post-assessment scores, what do you think attributed to your growth or lack of growth in leadership responsibilities? Summary of Findings The participant group consisted of 10 assistant principals. The pre-assessment and post-assessment data was collected for all 10 participants. The pre-assessment and postassessment data were obtained directly from the district as historical data. All assistant principals were invited to participate in the interview, and 9 out of 10 participants responded to the invitation and subsequently participated in the interview. One participant did not respond. Participants had an average of 20 years of experience in education, 6 years of experience as assistant principals, and 12 years of experience in the district. Seventy percent of participants were females. Figure 1 Research Questions and Interview Questions
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