Understanding the Relationship Between Educational Leadership Preparation Program Features and Graduates’ Career Intentions

Abstract

Globally, many school systems face leadership shortages and challenges in building strong principal pipelines, making career intentions to pursue school leadership a critical area of study. This study examines how key features of educational leadership preparation programs (ELPPs) influence graduates’ intentions to become school leaders. Guided by Social Cognitive Career Theory (SCCT), we analyzed data from 2994 graduates across 51 U.S.-based ELPPs collected between 2016 and 2020, using structural equation modeling and estimation thinking to assess direct and mediated relationships among program features and career outcomes. Findings reveal that internship quality plays a pivotal role as both a direct predictor of career intentions and a mediator for other program features, including faculty quality, program rigor and relevance, and peer relationships. Faculty quality influences intentions primarily through rigor and relevance, while cohort participation contributes indirectly by fostering peer relationships and internship quality. Graduate attributes, including prior leadership experience, also shape career aspirations. This study extends SCCT by demonstrating how ELPP features shape candidates’ career intentions through interconnected pathways, offering insights that inform policy and program design aimed at strengthening pathways into school leadership.

Keywords

• educational leadership preparation programs
• career intentions
• faculty quality
• rigor and relevance
• peer relationship
• cohort model