ABSTRACT
This chapter investigates the relationship between the quality of principal preparation and professional development and teacher and student outcomes. Principals’ overall preparation quality and all the components of preparation considered in the analyses are positively related to teacher retention. In addition, preservice principals’ participation in higher-quality internships is associated with significantly greater student learning gains in English language arts. Principals’ overall access to professional development, as well as each component of professional development, is positively related to teacher retention, though none of the relationships reach statistical significance. Overall professional development access and each component of professional development are positively related to student gains in both English language arts and mathematics. Principals’ professional development experiences associated with learning about leading instruction show a strong relationship to student gains in English language arts and mathematics, and the relationship is at least marginally significant in both subjects for learning about shaping a positive school climate and meeting the needs of diverse learners. Every component of professional development is significantly related to student achievement in mathematics. These relationships are strongest for historically underserved students of color. The student gains in English language arts and mathematics that are associated with greater access to professional development are particularly large for students in the schools of novice principals.
