This study identified statistically significant predictors of 2 groups of Texas preservice principals’ scores on a standardized test for school administration. The first group consisted of 42 students. The second group consisted of 64 students.
During the 2005-2006 school year, both groups completed the TExES test for school administration. Using multiple regression procedures, the domain scores and overall test scores were regressed on 9 predictor variables. The variables were as follows: age, gender, leadership style of the principal, internship experience, mode of instruction, GRE verbal Score, GRE Quantitative Score, GRE Total Score, and Practice TExES test score.
The findings consistently showed that age, GRE verbal scores, and Practice test scores were statistically significant predictors of the preservice principals’ performances on the domains and overall test. Age and GRE verbal scores were negatively correlated to test scores. Practice test scores showed a positive correlation to official test scores. These findings implicate the need to examine the implications of age, verbal skills and practice examinations for Texas certification procedures for school leaders. They also point to the need to investigate the impact of these and other variables’ on preservice principal performance in other sectors of graduate school.
|Keywords:||Preservice Principals, Certification, Test|
Assistant Professor of Educational Leadership, Department of Educational Leadership & Counseling, Sam Houston State University, Huntsville, TX, USA
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