ERIC Number: ED674199
Record Type: Non-Journal
Publication Date: 2024-Apr
Pages: 64
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Report of Findings from the Second Biennial Minnesota Principals Survey, 2023
Sara Kemper; Katie Pekel; Alex Evenson; Regina Seabrook; Nasreen Fynewever; Qian Zhao
Center for Applied Research and Educational Improvement
Over 2,400 school leaders in Minnesota were invited to take the second biennial Minnesota Principals Survey (MnPS) in November 2023. The MnPS seeks to elevate the voices of principals, assistant principals, and charter school leaders across the state. The survey was originally developed in 2021 by researchers at the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota in collaboration with a diverse group of educators and partners, and updated in 2023 in response to a shifting educational context and feedback from survey users. Topics new to the survey in 2023 were student and staff mental health and wellbeing, and recent legislative changes. In this second statewide survey of school principals, the MnPS provides data as to how principals are experiencing their work, how confident they are in carrying out their various responsibilities, and what additional support they may need.
Descriptors: Principals, Assistant Principals, Administrator Characteristics, Administrator Education, Certification, Work Environment, Professional Development, Self Efficacy, Cultural Relevance, State Policy, Board of Education Policy, Mental Health, Public Schools, Charter Schools, Elementary Schools, Secondary Schools, Administrator Attitudes
Regents of the University of Minnesota on behalf of the Center for Applied Research and Educational Improvement, 1954 Buford Avenue Suite 425, St. Paul, MN 55455. Tel: 612-624-0300; Fax: 612-625-3086; e-mail: carei@umn.edu; Web site: https://www.cehd.umn.edu/carei/
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Minneapolis Foundation; Joyce Foundation
Authoring Institution: University of Minnesota, Center for Applied Research and Educational Improvement (CAREI)
Identifiers - Location: Minnesota
Grant or Contract Numbers: N/A
Author Affiliations: N/A


