Demographic characteristics and workload perceptions of higher education faculty in Texas who prepare K-12 principals.

Abstract

Research shows that the role of the K–12 principal is a significant factor in school improvement. Principal preparation programs have been criticized for inadequately preparing their graduates for the challenges they must face in K–12 schools. Since higher education faculty members directly impact the success of their programs (Bartlett, 2003), principal educators are responsible for reforming principal preparation programs. This study described higher education faculty members in Texas who prepare K–12 principals and their workloads. It also examined the faculty members' perceptions and values related to workloads and other issues. The research findings included: 1. The majority of the principal educators who participated in the study were white males, between the ages of 36 and 60 years old. Thirty-seven percent of them have never been a K–12 principal; 2. The study participants spent more time on teaching and preparing to teach than time on research activities and service activities. Differences in workloads existed when faculty participants' gender, highest degree earned, and tenure status were considered; 3. Differences in faculty participants' workloads existed when the Carnegie Foundation classification of each participant's institution was considered and when their program’s national accreditation status was considered; 4. Differences in principal preparation program characteristics did not exist when faculty members' demographic characteristics were considered; 5. Differences in two principal preparation program characteristics existed when each institution's Carnegie Foundation classification was considered; 6. The majority of the participants were satisfied with their jobs; and 7. The majority of the participants believed their program graduates perform well on the ExCET/TExES.