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Incentivizing Changes in Principal Preparation: Lessons from North Carolina Principal Fellows Policy

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Title: Incentivizing Changes in Principal Preparation: Lessons from North Carolina Principal Fellows Policy
Language: English
Authors: Mario M. Jackson (ORCID 0000-0003-3059-8376)
Source: Educational Policy. 2026 40(5):626-652.
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: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Administrator Education, Principals, State Legislation, Educational Legislation, Administrator Attitudes, Program Administration, Educational Policy, College Faculty, Teacher Attitudes, Instructional Leadership
Geographic Terms: North Carolina
DOI: 10.1177/08959048251382159
ISSN: 0895-9048
1552-3896
Abstract: This case study examined the perspectives of educational leadership faculty regarding the Principal Fellows legislation and its influences on the principal preparation landscape in North Carolina. This qualitative inquiry drew from semi-structured interviews with principal preparation program faculty and coordinators. Relatedly, documents relevant to the Principal Fellows legislation and its implementation were collected to confirm and clarify, enabling triangulation in this study. Data analysis proceeded inductively, allowing insights to emerge from the data free from theoretical influences. Four key themes reflected how participants perceived the influences of the policy on preparation programs: (a) centering attention to high-need schools, (b) incentivizing the adoption of evidence-based practices, (c) expanding programs' capacity through funding, and (d) learning from other programs. The paper concludes with recommendations for policymakers to consider as they seek to improve the quality of principal preparation programs across their states.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507964
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Mario+M%2E+Jackson%22">Mario M. Jackson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3059-8376">0000-0003-3059-8376</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. 2026 40(5):626-652.
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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="DE" term="%22Administrator+Education%22">Administrator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22State+Legislation%22">State Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Administration%22">Program Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: This case study examined the perspectives of educational leadership faculty regarding the Principal Fellows legislation and its influences on the principal preparation landscape in North Carolina. This qualitative inquiry drew from semi-structured interviews with principal preparation program faculty and coordinators. Relatedly, documents relevant to the Principal Fellows legislation and its implementation were collected to confirm and clarify, enabling triangulation in this study. Data analysis proceeded inductively, allowing insights to emerge from the data free from theoretical influences. Four key themes reflected how participants perceived the influences of the policy on preparation programs: (a) centering attention to high-need schools, (b) incentivizing the adoption of evidence-based practices, (c) expanding programs' capacity through funding, and (d) learning from other programs. The paper concludes with recommendations for policymakers to consider as they seek to improve the quality of principal preparation programs across their states.
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: North Carolina
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      – TitleFull: Incentivizing Changes in Principal Preparation: Lessons from North Carolina Principal Fellows Policy
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