摘要：AbstractProblem Statement and Purpose:Assessing the development of apprentice principals’ knowledge and skills is challenging. The purpose of the study is to compare the outcomes of apprentice principals in a traditional training program and in an alternative residency program.Research Methods: Researchers conducted a survey of current administrative students and a survey of graduates of both the traditional educational administration program and of the alternative residency principal program. They collected self-report data and job status data.Findings: Findings showed that students in the residency program were significantly more likely to be satisfied with their program and were significantly more likely to report being knowledgeable in their field, compared with students in the traditional program. Graduates of residency programs were more likely than traditional graduates to report that their primary job status was “teacher leader”, assistant principal or principal, compared with traditional graduates.Conclusions:Findings will inform the ongoing development of the educational leadership program at the university. It can also inform faculty from other educational leadership programs who seek to develop transformational leaders.
