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Due to the dramatic changes in the roles and responsibilities of principals in the 21st century,
there has been a need for professional development training and support for novice principals.
In response to this need, a school district in a northern state in the USA started offering a
Principal Induction Program (PIP) to the early career principals in the district in 2018.
Regarding the program, there is a need to gain an understanding of the perceptions of the
applications and the impact of the program. For that purpose, this study investigated the
perceptions of new principles participating in the PIP. The study adopted a single case research
design using qualitative data collected through semi-structured interviews with eight earlycareer
principals and two mentors participating in the principal induction program. The
qualitative data were subjected to content analysis. The results indicate that new principals
have gained more knowledge about key components of effective practice and felt better
equipped to carry out their role as school leaders, to establish positive learning environments
in their buildings for all students, and to navigate the range of challenges associated with being
a new principal. Based on the findings, recommendations were offered for future professional
development programs designed for new principals.