The College of Education, Health and

Human Sciences

Announces the Final Examination of

Mara Rubia Fonseca Borges-Gatewood

for the degree of

Doctor of Education

March 19, 2014 at 1:00 p.m.

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Education, University Catolica de Brasilia, Brazil

Master of Arts, Teaching, Fairleigh Dickinson University

Advisor Committee

Larry McNeal, Ph.D., Professor, Leadership, Committee chair

Reginald Leon Green, Ed.D. Professor, Leadership

Cynthia Martin, Ph.D., Research Analyst, Institutional Research

Charisse Gulosino, Ph.D., Assistant Professor, Leadership

Major Field of Study

Leadership & Policy Studies

Period of Preparation:  2011-2014

Comprehensive Examination Passed: May, 2013

A Comparative Study of Leadership Preparation Programs in Brazil and the United States

Abstract

This study used the Adkin’s framework of principal preparation programs types to compare programs in Brazil and the United States by examining the relationship, if any, between leadership preparation program types and the preparedness of school administrators to implement a school vision, to develop a school culture, to manage school operations and resources, to collaborate with community members and faculty, to act with integrity and to understand the context of education.  This study investigated and compared the different types of principal preparation programs and their effectiveness.  Both studies used the School Administrator Preparedness Survey.  The survey consisted of 93 questions based on the Interstate School Leaders Licensure Consortium (ISLLC and Educational Leadership Constituent Council (ELCC) standards for educational leadership.

The findings are similar to those of Adkins (2009) with the exception of creating a shared school vision.  The findings also show the array of leadership preparation types in Brazil versus the United States.  Furthermore, regards of the program types respondents were prepared to create a widely shared vision, develop a school culture, effectively management of school operations and resources, collaborate with faculty and community members, act with integrity and understand the context of education.  The findings, however, do not provide insight about how well school leaders create a widely shared vision, develop a school culture, effectively management of school operations and resources, collaborate with faculty and community members, act with integrity and understand the context of education.  Additional research is required to understand these issues.