Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Rural School Leaders in the Southern Region

The purpose of this study was to explore the lived experiences of school principals in the Southeastern region of the United States focusing on the influence of their educational leadership preparation program on their current leadership skills. This phenomenological analysis discovered four overarching themes that were expressed through the participating school principals: (1) productive/favorable leadership preparation program culture, (2) bridge theory and practice in educational leadership preparation program, (3) competencies, and (4) recommendations for effective principal preparation. Notable findings provided support for implications for school leaders needing added experiential learning opportunities, daily leadership-related assignments, and diversity-inclusion training and resources. Implementation of purposeful, collaborative, and sustainable professional learning is necessary to provide well equipped and educated school leaders. Researchers suggest further research is necessary in gathering additional school leaders to evaluate diverse backgrounds and leadership abilities. This study, and the continuation of studies comparative to this, is necessary in understanding current preparation program outcomes to better improve these programs that will advance educator leadership and student achievement