Secondary principals’ educational attainment, experience, and professional development in the USA

Abstract

Drawing from data collected by the National Center for Education Statistics (NCES) for the years 1987–88, 1990–91, 1993–94, and 1999–2000, we investigated secondary principals’ educational attainment, teaching experience, and professional development. We found that throughout the years, secondary principals have been active in attaining advanced academic degrees (e.g. masters, doctorate), have increased their years of teaching experience before obtaining the principalship, have a stronger background in instructional leadership, and have been striving to enhance their professional skills and knowledge base.

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Notes on contributors

Liliana Rodriguez‐Campos

Liliana Rodriguez‐Campos is the Evaluation Faculty Member in the Department of Educational Studies at Western Michigan University where she lectures in evaluation, research, informatics, consulting, project planning, and control management. Her published work covers issues relating to leadership, organizational engineering, and evaluation approaches that bring stakeholder groups together. She may be contacted at Evaluation, Measurement and Research Program, Western Michigan University, Kalamazoo, MI 49008–5258, USA (e‐mail: [email protected])