A comparative study of a traditional and non-traditional principal preparation program

The purpose of the study was to determine if there was a difference between student achievement scores and knowledge of instructional leadership of principals who participated in traditional versus non-traditional principal preparation programs. An alternative program offering certification and a master's degree and a traditional program affiliated with the same regional state university were used in the design. Subjects (n=76) were graduates of the programs identified as principals in Texas during the 2005-2006 school year. School student achievement data in the form of state assessment scores (Texas Assessment of Knowledge and Skills) in reading/English Language Arts and math were dependent variables. Instructional leadership knowledge was measured using the scores (n=50) on the TExES principal certification exam.; An analysis of covariance (ANCOVA) was used to test for differences in student achievement scores. The non-traditional participants' schools had higher student achievement scores for all students (p<.10) and for economically disadvantaged subgroup (p<.10) in reading/ELA. There was no statistically significant difference in reading/ELA for the "special education" group or math for any student subgroup.; A t-test was used to test for difference in instructional leadership knowledge. A statistically significant difference (p<.01) existed between the traditional and non-traditional group's performance. The principals who participated in the traditional program scored higher on instructional leadership knowledge than the principals from the non-traditional program.; The results support a conclusion that non-traditional programs are effective in operational domains necessary for effective leadership in day-to-day operations of schools whereas traditional programs are stronger at enhancing professional/theoretical knowledge which can be assessed via examinations. If, as suggested by the results of this study, professional knowledge and operational effectiveness are at odds, further research is required to explore how professional/theoretical knowledge of leadership relates to operational effectiveness in schools.