Professional preparation and development of school leaders in Australia and the USA

Abstract

Educational reformers and researchers in Western countries have discussed the role of theschool principal as the key decision-maker, facilitator, problem-solver, and the agent ofchange at the school site, (see, for example, Edmonds, 1979; Clark, Lotto, and Astuto, 1984;Smith and Purkey, 1983; Adams, 1987; Gamage, 1990 & 1996c; Barth, 1991; Sergiovanni,1991; Thomson, 1993; Caldwell, 1994; and Cranston, 1996). However, research studies onthe demographic characteristics and professional development of educators have focusedmore on teachers than on school administrators. Little information is available about theprofiles and preparation of school leaders to meet the new challenges in the twenty-firstcentury schools.In recent years, with the increasing collaboration and communication among educationalinstitutions in different nations, comparative and international education scholars inAustralia, the United States, China and Britain have initiated a series of research projects toexamine and compare the professional education and experiences of school leaders. Initially,Sharpe (1976) conducted a study of the profiles of high school principals in Australia andthe United States. Subsequently, in a study funded by the Federal Government, Chapman(1984) prepared extensive profiles of Australian school principals. More recently, Dareshand Male (2000) designed a small-scale exploratory study of selected first-year British headteachers and American principals.Meanwhile, Su, Adams and Mininberg (2000) initiated a survey study of selected Americanand Chinese school principals as a part of the collaborative training and research programsin the International Professional Development Academy (IPDA) at California StateUniversity, Northridge (CSUN). The IPDA was created to:• develop an awareness of the goals and responsibilities of educational administration forschools in the twenty-first century;• broaden perspectives on the current school reform issues in the international context;• compare theories and their application in practices in educational administration atdifferent levels of schooling and across national borders; and• develop friendship and understanding among international scholars and practitioners ineducational administration.

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