48 leadership. However, participants identified needs for additional interview preparation and more extensive practice with entry plans. Collecting and integrating such feedback is vital for ongoing program refinement. Taken together, these findings suggest that aspiring principal programs must not only cultivate instructional, cultural, relational, and strategic leadership but also address identified gaps in fostering innovation and intellectual stimulation. Districts seeking to design or refine leadership pipelines should balance structured program content with opportunities for authentic, practice-based learning while systematically incorporating participant feedback. Conclusion The current principal preparation and certification programs are not sufficient to meet the demands required of today’s school principal. School districts need to develop and grow their own leaders to meet these demands. While school districts do not have control of the state and federal accountability systems or school funding from the state, they do have control of developing leaders and ensuring all students and teachers have quality leaders who are prepared to provide positive, supportive learning environments that achieve positive outcomes for students. Developing assistant principals for the principal role is vital to ensure the continuity of effective school leadership and the success of educational institutions. Assistant principals possess firsthand knowledge of school operations, student needs, and staff dynamics, making them ideal candidates for future leadership roles. Investing in their growth through mentorship, training, and real-world leadership opportunities builds a pipeline of capable, visionary principals. Without intentional development, schools risk leadership gaps, decreased staff morale, and instability in fostering academic excellence. Empowering assistant principals ensures they are ready to lead with confidence, innovation, and a deep understanding of their school’s unique challenges and strengths. High-quality school principals are the cornerstone of successful educational systems, directly influencing student achievement, teacher effectiveness, and school culture. They set the vision, inspire staff, and drive academic excellence by creating an environment where both students and educators thrive. A strong principal is not just an administrator, but a strategic leader who addresses challenges with insight, fosters collaboration, and champions equity and inclusion. Without high-quality principals, schools risk stagnation, low morale, and diminished outcomes. Investing in exceptional leaders ensures schools can adapt to changing needs, implement innovative practices, and empower all students to reach their full potential. References Aladjem, D. K., Anderson, L. M., Riley, D. L., & Turnbull, B. J. (2021). Principal pipeline self-study guide for districts. Wallace Foundation. https:// www.wallacefoundation.org/knowledge-center/ pages/principal-pipeline-self- study-guide-for-districts.aspx Buffone, P. (2021). Agility: an essential element of leadership for an evolving educational landscape. FACETS, 6, 1610–1620. https:// doi.org/10.1139/facets-2021-0085 Carpenter, D., DeHerrera, M., Oleson, M., & Taylor, J. (2022). Effects of principal turnover on school performance. NASSP Bulletin, 106(1), 55–70. https:// doi.org/10.1177/01926365211070488 Cook-Harvey, C. M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA Leveraging educational opportunity through the every student succeeds act. Learning Policy Institute. https:// learningpolicyinstitute.org/product/equity-essa-report Cox, J. S., & Mullen, C. A. (2023). Impacting student achievement: Principals’ instructional leadership practice in two Title I rural schools. Journal of School Leadership, 33(1), 3–25. Ediger, M. (2014). The changing role of the school principal. College Student Journal, 48(2), 265–267. Gruenert, S., & Whitaker, T. (2023). School culture rewired: Toward a more positive and productive school for all (2nd ed.). ASCD. Hilal, A. H., & Alabri, S. S. (2013). Using NVivo for data analysis in qualitative research. International Interdisciplinary Journal of Education, 2(2), 181–186. Lorie Cooper Squalls, Ed.D.
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