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dc.contributor.authorPiggot-Irvine, Eileen
dc.contributor.authorYoungs, Howard
dc.date.accessioned2017-05-03T11:22:47Z
dc.date.available2017-05-03T11:22:47Z
dc.date.issued2011
dc.date.modified2013-09-11T23:31:49Z
dc.identifier.issn09578234
dc.identifier.doi10.1108/09578231111159520
dc.identifier.urihttp://hdl.handle.net/10072/53043
dc.description.abstractPurpose - The New Zealand Ministry of Education has constructed a wide-ranging "Professional Development Plan" providing a four-stage national pathway for progression to principalship; the first stage has been the conduction of the National Aspiring Principals Pilot (NAPP) programme in five regional locations. The purpose of this paper is to outline the evaluation of the programme. Design/methodology/approach - A mixed method approach for evaluation was employed where qualitative and quantitative data were collected almost simultaneously, and compared and contrasted. Findings - Key findings indicated overall sound programme delivery, curriculum coherence, high relevancy to stakeholders and good rates of principal appointments. Greater emphasis is placed on distinctive findings that have not been reported elsewhere. These included: primary-sector participants rating course facilitation, online learning, and "relevancy of the course for principal development" more positively than their secondary counterparts; aspirants who had partial or full completion of a relevant post-graduate leadership qualification rating eight aspects of NAPP lower than those without such qualifications; and aspirants who were approached and encouraged to apply for NAPP by their principal and subsequently supported by them, finding the programme more relevant and applicable. Research limitations/implications - The multiple positive outcomes reported reveal short-term programme adequacy and effectiveness against a range of indicators. Long-term impact (including capacity to change leadership practice, student learning and school improvement) evaluation is required to determine sustained effectiveness. Originality/value - The paper provides distinctive findings that have not been reported previously for principal development and more general findings that should inform such development programmes.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherEmerald
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom513
dc.relation.ispartofpageto541
dc.relation.ispartofissue5
dc.relation.ispartofjournalJournal of Educational Administration
dc.relation.ispartofvolume49
dc.rights.retentionY
dc.subject.fieldofresearchEducational Administration, Management and Leadership
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130304
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.titleAspiring principal development programme evaluation in New Zealand
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2011
gro.hasfulltextNo Full Text
gro.griffith.authorPiggot-Irvine, Eileen


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