An effective principal is the catalyst for an effective school. For this reason, it is
imperative that education stakeholders all over the world become responsible for
addressing the selection, preparation and development of principals. The purpose of this
study is to explore the similarities and differences in the selection process, preparation
programs and the professional development practices as perceived by elementary school
principals in urban public schools in the southern U.S and urban public schools in
eastern China.
The naturalistic paradigm of inquiry was used to frame the study and acquire and
analyze data. The sample consisted of fourteen elementary school principals in a
southern, urban area in the U.S. and an eastern, urban area in China selected via a
purposive sample. The researcher visited their campuses between September, 2004 and
January, 2005. Intensive interviews and observations were used to gather information
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from principals in American and Chinese urban elementary schools. Data from
interviews were unitized into categories.
Some of the conclusions included:
• The American respondents indicated that current admission criteria for
entrance into educational leadership programs were not sufficient for
identifying a candidate’s aptitude for being a successful principal.
• The Chinese principals believed that most selected Chinese principals are
successful school leaders.
• The American principals were satisfied with the effectiveness of the
university preparation programs.
• The Chinese principals were not satisfied with the effectiveness of classroom
instruction of preparation programs.
• The American principals felt that their professional development programs
were helpful for improving their practice and their schools.
• The Chinese principals were not satisfied with the effectiveness of the
professional development programs.
• Similarities and differences exist between the American and Chinese
respondents’ perceptions of selection, preparation, and professional
development.