This paper introduces the use of action research to examine the content and outcomes of university-based leadership preparation programs. Using examples drawn from an ongoing action research project with candidates in a master’s level principal preparation program, we demonstrate how the collection and analysis of candidate’s written reflections, completed as part of required coursework, informs our work as university faculty and supports a cycle of continuous program improvement. Over the years, action research has become a common strategy for professional learning in teacher education. The use of action research to study leadership development remains uncommon, however, especially among leadership educators. This study offers a new and promising approach to examining the preparation of school leaders. 


Full Text of manuscript attached in PDF below. Full text of complete journal attached in PDF on the main IJELP page.


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