Publication Date


Document Type


First Advisor

Cooper, Robb, 1951-

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


School principals--Illinois--Attitudes; School principals--Training of--Illinois; School principals--Certification of--Illinois


Since their publication in 1996, the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders have influenced policy action at the national, state, and local levels. The six ISLLC standards for school administrators provide specific knowledge, disposition, and performance expectations that redefine school leadership. Much of the initial work in administrative standards implementation has taken place in the professional preparation programs at the graduate level. Coursework and practicum experiences for future school leaders have begun to reflect a standards-based emphasis. As a result, future candidates for school leadership roles may be better prepared to meet the standards-based expectations of their jabs. Unfortunately, many practicing school leaders are the product of administrative training programs that predate the standards movement, so their leadership style and practice may be less compatible with the expectations of the administration standards. This study sought to identify which ISLLC administrative standards practicing public-school principals perceived as crucial to their job performance. If administrative standards are to serve as the template of the characteristics for effective school leaders, which standards are deemed “essential” by practicing public-school principals? Because much of the attention of professional standards has been focused on preservice programs and licensure requirements, a second purpose of this study sought to determine which ISLLC standards are perceived as most important for inclusion in principal preparation programs.


Includes bibliographical references (pages 79-82)


xi, 90 pages




Northern Illinois University

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