There is no conflict of interest.
Highlights
- The study's objective was to examine characteristics of principal interns, internship schools, and mentor principals.
- The study collected data from 12 principal preparation programs in North Carolina, using program records, administrative records from the North Carolina Department of Public Instruction (NCDPI), and responses from the Teacher Working Conditions (TWC) survey. The authors used statistical analyses to examine the differences between principal interns, their internship schools, and mentor principals, compared to non-interns, non-internship schools, and non-mentor principals.
- The study found that principal interns received significantly higher evaluation ratings compared to non-interns across NC and in their school. The study also found that internship schools had significantly lower teacher retention rates and test scores compared to non-internship schools. Mentor principals had significantly more experience and received higher evaluation ratings than those who were not mentors.
- The study only included data from preparation programs at 12 out of the 13 public universities in the state and lacked information on these programs at private universities.
Intervention Examined
Features of the Intervention
Principal internships are career preparation programs that help individuals gain experience and develop the skills needed to become school principals. These internships involve a variety of requirements, support and coaching from mentors and supervisors, and activities and experiences for principal interns to engage in to complete the internship. Principal interns complete their internship at a school and learn from mentor principals. The study examined principal preparation programs offered by 12 public universities in North Carolina.
Features of the Study
Using administrative data and a non-random sample of interns from principal preparation programs at 12 of the 13 public universities in North Carolina, the study examined the characteristics of principal interns, internship schools, and mentor principals. The authors gathered data from program records and administrative records from the North Carolina Department of Public Instruction (NCDPI). They also used data from the Teacher Working Conditions (TWC) survey that measured teachers’ perceptions of schools and principals and is administered by the state biennially. The study sample included 1,135 teachers from 12 preparation programs who served as principal interns between 2015 and 2019. The authors conducted statistical analyses to compare the characteristics of principal interns, internship schools, and mentor principals to those who had not served as a principal intern, as well as the schools and mentors that did not have principal interns.
Findings
- The study found that principal interns were significantly more likely to be people of color compared to other teachers in their school and in North Carolina. Mentor principals were also significantly more likely to be people of color compared to non-mentor principals. However, there were no notable differences when looking at specific districts and years.
- The study found no significant differences between principal interns and non-interns in the rates of National Board Certification or scores on licensure exams.
- Compared to teachers at non-internship schools, the study found that teachers at internship schools had significantly lower perceptions of school leadership and the work environment.
- The study found that internship schools had significantly lower teacher retention rates compared to schools without internships. However, there were no significant differences in teacher retention rates when examining within districts and years.
- The study also found that internship schools had significantly lower test proficiency rates relative to non-internship schools, but no significant differences in the likelihood for students to exceed expected growth.
- The study found that mentor principals had significantly more experience and significantly higher evaluation ratings than non-mentor principals but found no significant differences in licensure exam scores.
Considerations for Interpreting the Findings
The authors note that the sample does not include the principal preparation programs at private universities in North Carolina because they could not access their databases. They also include interns in the comparison group when there is no data on principal internships at a specific institution. This could potentially limit the generalizability of the findings to all programs across the state. The authors also note that they did not consider the quality of the internships, such as hours requirements, activity types, and support/coaching, which may influence the findings. Lastly, the authors mention that the unclear and variable internship assignment processes may be influenced by geography and thereby may affect the characteristics and quality of the internship schools and mentor principals.
Research Guidelines
Review Protocol: Employment and Training Review Protocol
Review Guidelines: Quantitative Descriptive Guidelines