Purpose: A substantial research base focuses on principal preparation program standards, design, and effectiveness. Little is known, however, about which institutions are preparing principal candidates and how many candidates they have produced since 2003. Our study provides the field with a better understanding of the overall preparation landscape and addresses issues of principal supply and demand. Research Methods: We use several national datasets in this exploratory study to track changes in educational administration degree production at the national, state, and university level from 2000 to 2014 as well as how these compare with changing K-12 student populations and principal demand. Findings: Key findings include (a) the number of institutions granting degrees in educational administration increased by 72% this century, (b) the total number of leadership degrees granted doubled over this time period and is substantially larger at all award levels (i.e., postbaccalaureate, master’s, specialist, doctorate) in 2014 than 2000, and (c) the types of institutions offering educational leadership degrees and their production rates have changed dramatically over this time period. Implications: The supply of principal candidates far exceeds the number annual principal openings offering school systems greater choice among candidates. Further research is needed on the issues of readiness and career intentions of the candidates. The majority of growth in program offerings and degrees granted has been generated in less-resourced and less selective institutions. Researchers in the field have argued that adequate resources are critical to providing program components for effective principal preparation thus raising questions about the quality of program candidates.

中文翻译：

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21 世纪领导力准备计划的转变概况

目的：一个重要的研究基础侧重于主要准备计划的标准、设计和有效性。然而，关于哪些机构正在准备主要候选人以及自 2003 年以来他们培养了多少候选人，我们知之甚少。我们的研究让该领域更好地了解了总体准备情况，并解决了主要供求问题。研究方法：我们在这项探索性研究中使用了几个国家数据集来跟踪 2000 年至 2014 年国家、州和大学层面教育管理学位产生的变化，以及这些变化与 K-12 学生人数和校长需求变化的比较。调查结果：主要调查结果包括 (a) 本世纪授予教育管理学位的机构数量增加了 72%，(b) 2014 年授予的领导力学位总数翻了一番，并且在所有奖项级别（即，学士后、硕士、专家、博士）都比 2000 年大得多，以及 (c) 提供教育领导力的机构类型在此期间，学位及其生产率发生了巨大变化。影响：校长候选人的供应量远远超过每年校长职位空缺的数量，为学校系统提供了更多的候选人选择。需要进一步研究候选人的准备情况和职业意向问题。课程设置和授予学位的大部分增长是在资源较少和选择性较少的机构中产生的。