| The purpose of this study was to investigate the affects of a principal preparation program designed for a cohort of bilingual and English-as-a-Second Language teachers on the four participants. This study examined the participants' preparedness to perform new administrative duties. The research question that guided this study was "How did four participants perceive the affects of their principal preparation program on their practice as new school leaders?" This study focused on the affects of a principal preparation program on four participants in the context of their practice. The participants were interviewed and observed in the natural social settings of their practice over a 2-year period. The field settings included two elementary schools, a middle school, and a high school. One school is in a rural setting, two schools are inner-city schools, and one school is a suburban school.; The findings in this study show that the participants regarded the program as providing extensive knowledge on the legal, policy, budgeting, and leadership aspects of their practice; however, they also reported the absence of instruction in social justice, social action, philosophy, and ethics. While participants believed that their background in bilingual/ESL education prepared them to work in culturally diverse environments, they would like to see a course that focuses on the Spanish language and culture. Each case study provides insight into the nature of beginning leadership for females and immigrants, as well as bilingual and nonbilingual individuals pursuing careers as administrators in culturally and linguistically diverse schools.; The major finding of this study is that all the participants recognized that instruction in a language that the students understand makes instruction more meaningful and achievement more probable. While the pre-service program and their backgrounds prepared them to be knowledgeable leaders for linguistically and culturally diverse schools, they were not prepared to affect teachers' ideology and instruction. Teachers were respectful of the new assistant principals but were not convinced to change ideology or instruction. (Abstract shortened by UMI.)... |
