Date of Degree


Degree Name

Ed.D. (Doctor of Education)


Department of Leadership, Educational Psychology, and Foundations (LEPF)


Roberts, Patrick

Committee Members

Creed, Ben; Tonks, Stephen


Principal, Equity, Theory of Action, Self-Efficacy, Principal Preparation Program, Principal Residency Program


School districts throughout the United States are challenged with the plague of educator turnover. In particular, building principals are exiting school buildings causing gaps in system consistencies leading to negative perceptions of school culture and decreases in student achievement. Universities are working to assess and redevelop principal preparation programs (PPPs) to support principals and the skill sets needed to be successful within schools today. By increasing the skill of a building principal to lead using an equity lens and developing theories of action to address the frustration initiated by urban school working conditions, principals may develop a greater sense of self-efficacy and remain in their positions. This study explores research on principal preparation programs and equity-based theories of action through a case study centered on a Principal Residency Program. Finally, the study draws from research on effective principal preparation programs and the case study to develop a rubric for use by universities to measure the level at which PPPs are developing leaders that have the ability to lead with an equity lens.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License


Northern Illinois University

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