Developing indicators for a new principal induction program in Taiwan using the fuzzy delphi method

ABSTRACT

Quality induction initiatives can mitigate burnout, turnover, and shortage challenges in global education systems. Increasing the relevance of induction programs for new principals is imperative. However, systematic program evaluations lack comprehensive tools. This study aims to construct assessment indicators for the Taipei Induction Program for New Principals (IPNP) using mixed methods. Six capacity-building dimensions and 52 indicators were developed through qualitative interviews, expert consensus, and the Fuzzy Delphi Method. Survey results showed positive perceptions of program effectiveness, particularly regarding communication, learning, and execution capacities. However, dimensions related to professionalism and accountability require further refinement. This study’s contribution lies in providing a comprehensive assessment tool for program providers and enhancing novice principal induction programs. By addressing a critical gap in systematic evaluation, this research contributes to the enhancement of principal development programs. Future research could prioritize indicators and delve into real-life experiences, further refining the design and implementation of effective induction programs.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Science and Technology, Taiwan [MOST 106-2410-H-845-006-MY2].

Notes on contributors

Hsu-Chun Huang

Hsu-Chun Huang is an associate professor at Institute of Educational Administration and Evaluation, University of Taipei, Taiwan. His research interests focus on educational administration, instructional leadership, and knowledge management. He served as the former Director of the Principals’ Center at the University of Taipei.

Hung-Chang Chen

Hung-Chang Chen is an assistant professor in Department of Educational Management at the National Taipei University of Education, Taiwan. His current research focuses on leadership development, system leadership, school leadership policy, and policy analysis in education.