چکیده (انگلیسی):

Even after decades of use, designing and implementing worthwhile educational administrative internships
remains a work in progress. What appears to be a logical conclusion that this experience would enhance
the training of aspiring building leaders defies the gathering of definitive empirical evidence. The quest to
validate what constitutes a successful internship experience intensified in the 1980s when research affirmed
the positive relationship between effective school leadership and school performance. The research results
contained in this study attempt to provide information that will lead to the improvement of internship
experiences for aspiring school administrators. In order to accomplish this purpose, current building
principals in Indiana were surveyed regarding their internship experiences in the areas of program
structure, components of the internship, time requirements, and recommendations for improvement. This
research is a replication of a 2009 study, Improving Administrative Internship Programs: Perceptions of
Illinois Principals, authored by Thomas Kersten, Margaret Trybus, and Daniel White. The differences and
similarities found in the comparison studies are discussed in the Summary and Conclusions.