ABSTRACT
How best to prepare selected personnel for the responsibilities of school principalship has become a leading topic in many academic and policy discussions in recent years.1 Much of the emphasis of such debates has focused on the seeming inability of traditional instructional techniques and higher education based programs to prepare future principals for their roles in increasingly complex educational environments. This dissatisfaction, combined with a greater awareness of the ways in which managers learn, has led to those involved in the training process reevaluating conventional preparation activities.
