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CALIFORNIA URBAN SUPERINTENDENTS AND THEIR SELECTION
CRITERIA FOR SECONDARY SCHOOL PRINCIPALS
by
Fal Asrani
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Fal Asrani
Object Description
| Title | California urban superintendents and their selection criteria for secondary school principals |
| Author | Asrani, Fal |
| Author email | asranifal@gmail.com; fasrani@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-03-23 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-13 |
| Advisor (committee chair) | Castruita, Rudy M. |
| Advisor (committee member) |
Garcia, Pedro E. Hubbard, Jeffrey |
| Abstract | With the increased accountability measures of the past decade, the similarity between the tasks taken on by principals and superintendents continues to be reinforced. The study by McPherson and Crowson (1993) of principals in the Chicago schools found that Principals were "mini-superintendents" as their responsibilities at the sites involved contending with budgets, board relations, entrepreneurship, leadership expectations, school community politics, and staff development, all of which are similar to tasks completed within the role of the superintendent. In an effort to identify how California superintendents select their secondary school principals and gain a deeper understanding of the skills and trainings that superintendents’ view as critical when selecting their secondary principals, this mixed method study was conducted across twenty-three urban public school districts in California.; Effective secondary principal leadership is closely entwined with increasing student achievement and attaining the goals set forth by the superintendent. Research on secondary school reform supports that schools with high achievement and a strong sense of community is one where the principal has made a difference. However, due to a decline in suitable candidates for secondary principalship and a corresponding increase in candidates who do not wish to take on this challenging position, there is a shortage in qualified candidates for this position (Education Research Service, 2000).; Findings in this research study examines those qualities and skills that are necessary for the 21st century secondary school principalship, as identified by superintendents in California, and serve as recommendations to Principal preparation programs for future graduates who may successfully take on the challenges of the 21st century schools. |
| Keyword | secondary principals; selection criteria; California superintendents; principal leadership |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2911 |
| Contributing entity | University of Southern California |
| Rights | Asrani, Fal |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Asrani-3633 |
| Archival file | uscthesesreloadpub_Volume48/etd-Asrani-3633.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | CALIFORNIA URBAN SUPERINTENDENTS AND THEIR SELECTION CRITERIA FOR SECONDARY SCHOOL PRINCIPALS by Fal Asrani _________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Fal Asrani |
