Secondary Principal Internship Preparation Program: A Qualitative Study Focused on Twenty-First Century Principal Readiness

The purpose of this phenomenological study was to explore the lived experiences of secondary principals who participated in a large urban mid-Atlantic school district's, District Y, secondary principal preparation program. This study examined perspectives on 21st-century principalship preparation, analyzed the impact of the training and development program, and identified the key components of the program. The principal shortage continues to be a well-documented national concern, as higher turnover rates for principals serving urban public school districts have emerged. The following research questions guided this phenomenological study: (a) How do participants who are currently principals perceive that the Secondary Principal Internship Program (SPIP) has prepared them to meet the complex demands of the 21st-century pincipalship? (b) How do SPIP participants perceive the program prepared them to be instructional leaders? (c) How do the SPIP participants perceive the theoretical frameworks used in the program assisted them in being a 21st-century principal? (d) How do SPIP participants perceive the program prepared them to be transformational leaders? (e) Do the SPIP participants perceive that the program will result in greater principal retention or longevity? The research questions were explored through in-depth semi-structured face-to-face interviews. Five key themes emerged from coding and analysis of the interview data and are offered as findings in this study: (a) school administrator cohorts of learning, (b) principal preparation seminars, (c) teamwork in principal development, (d) mentorship, and (e) the practicum experience. Three recommendations for enhancing the secondary principal training and development program were identified from findings and conclusions: (a) include more research-based learning into SPIP seminars, (b) the SPIP should be a mandatory requirement for aspiring secondary principals, and (c) the practicum experience should be extended. This research can support essential understanding regarding the professional development needed for aspiring principals in the 21st century and assist with data and valuable information addressing the nationwide principal shortage.Ed.D., Higher Education -- Drexel University, 201