Current practitioners' perceptions of the ISLLC standards and dispositions.

다국어 초록 (Multilingual Abstract)

Education today provides both national and state standards for student achievement and teacher performance. In 1996, the Interstate School Leadership Licensing Consortium developed a set of six standards for school leaders. These standards included performance and knowledge indicators, along with 42 dispositions. These standards received much attention in the field of research. However, there is very little research regarding the ISLLC standards and specifically the dispositions regarding their importance to practice. This study surveyed school principals in the State of Illinois to determine their perceptions of importance of the ISLLC standards and dispositions to the daily practice of school administration. Furthermore, the study determined to what degree the standards and dispositions were embedded into programs preparing those same school leaders.
Since the ISLLC standards were put into practice in 1996, it was assumed that there would be a statistical difference in their inclusion within preparation programs before and after that year. The survey identified the related perception of importance to practice among the two populations---those administrators with eight or more than eight years of experience and those with less than eight years of experience. The data collection was analyzed relative to the six standards and the four identified categories within the dispositions. These categories were social justice, democracy, school improvement, and courage/risk taking. Pearson's Correlation Coefficient was used to determine the relationship between years of experience and perceptions of importance to practice and emphasis within preparation programs. A T-test was then used to compare the two subpopulations and their perceptions of importance to practice along with perceived emphasis within preparation programs.
It was determined through this study that the ISLLC standards and the dispositions have had a modest impact on educational administration, specifically Standard 4 (collaboration with families and communities); and Standard 5 (acting with integrity, fairness, and ethics). In addition, the results of this study indicated that the disposition category of social justice was perceived as more importance and more emphasized in programming than the other disposition categories. To some degree, however small, there was a shift in emphasis in educational administration and programming to prepare school leaders.