The Influence of University Principal Preparation Program Policies on the Program Internship

Abstract

The purpose of this study was to examine the influence of program admission requirements, university-district partnerships, and course content integration on the internship within principal preparation programs. University principal preparation programs have been a focus of recent attention, specifically since 2005 when the report Arthur Levine published his report, Educating School Leaders. Research identified the field-based internship as a valuable part of principal preparation programs. We developed the Principal Preparation Program Policy Survey (4Ps) to collect data from program chairs of public universities across the nation. We employed structural equation modeling to answer the research questions. The findings revealed that partnership policies have significant relationships with the principal internship and with admission requirements. Universities that develop strong district partnership policies are more likely to have strong internship and admission policies for their preparation programs. Similarly, admission policies have a significant relationship with program-course content integration, which means that the universities that produce strong admission policies are more likely to produce strong program course-content integration policies. Because this study provides empirical evidence that universitydistrict partnership policies and admissions policies have a significant relationship with internship policies, it is important for university principal preparation faculty to review their university-district partnership and admission policies and practices in relation to their internship policies and practices. The outcome based on the results implies that the stronger the university-district partnerships and admissions policies are, the stronger the internship will be.