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Interns to Leaders? Assessing Whether Principal Internship Characteristics Predict Entry into the School Administrator Workforce

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Title: Interns to Leaders? Assessing Whether Principal Internship Characteristics Predict Entry into the School Administrator Workforce
Language: English
Authors: Kevin C. Bastian (ORCID 0000-0003-2734-9133), Timothy A. Drake (ORCID 0000-0002-6157-2219), Andrew Otte
Source: Journal of Research on Leadership Education. 2025 20(3):298-324.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Principals, Internship Programs, Prediction, Student Characteristics, College Students, Assistant Principals, Mentors, Institutional Characteristics, Education Work Relationship, Administrator Education, Disadvantaged Schools, Student Attitudes, Career Choice
Geographic Terms: North Carolina
DOI: 10.1177/19427751251341296
ISSN: 1942-7751
Abstract: Using data from 12 public universities in North Carolina over a 4-year period, we assess how principal intern characteristics and internship experiences predict entry into the school leader labor market as an assistant principal. In line with prior research, we found that a sizable number of interns never enter school leadership. Furthermore, using accelerated failure time (AFT) survival analyses, we found that intern characteristics, preparation program type, mentor principal effectiveness, and intern school characteristics were all associated with movement into the assistant principalship. We conclude with limitations of our work and implications for practice, policy, and future research.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479302
Database: ERIC
FullText Text:
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  Data: Interns to Leaders? Assessing Whether Principal Internship Characteristics Predict Entry into the School Administrator Workforce
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  Data: <searchLink fieldCode="AR" term="%22Kevin+C%2E+Bastian%22">Kevin C. Bastian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2734-9133">0000-0003-2734-9133</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+A%2E+Drake%22">Timothy A. Drake</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6157-2219">0000-0002-6157-2219</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Otte%22">Andrew Otte</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Leadership+Education%22"><i>Journal of Research on Leadership Education</i></searchLink>. 2025 20(3):298-324.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Internship+Programs%22">Internship Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Assistant+Principals%22">Assistant Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Education%22">Administrator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1177/19427751251341296
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  Data: Using data from 12 public universities in North Carolina over a 4-year period, we assess how principal intern characteristics and internship experiences predict entry into the school leader labor market as an assistant principal. In line with prior research, we found that a sizable number of interns never enter school leadership. Furthermore, using accelerated failure time (AFT) survival analyses, we found that intern characteristics, preparation program type, mentor principal effectiveness, and intern school characteristics were all associated with movement into the assistant principalship. We conclude with limitations of our work and implications for practice, policy, and future research.
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        Value: 10.1177/19427751251341296
    Languages:
      – Text: English
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      Pagination:
        PageCount: 27
        StartPage: 298
    Subjects:
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Internship Programs
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      – SubjectFull: Prediction
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      – SubjectFull: Student Characteristics
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      – SubjectFull: College Students
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      – SubjectFull: Assistant Principals
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      – SubjectFull: Mentors
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Education Work Relationship
        Type: general
      – SubjectFull: Administrator Education
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Career Choice
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      – SubjectFull: North Carolina
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      – TitleFull: Interns to Leaders? Assessing Whether Principal Internship Characteristics Predict Entry into the School Administrator Workforce
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              Y: 2025
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