Abstract

Based on labor projections, the demand for and the supply of educational leaders is a topic of concern both for the public school setting and for educational leadership programs (Hecker, 2004; National Association of Elementary and Secondary School Principals, 1998). Public schools must re-staff existing positions vacated by turnovers as well as staff new positions created to accommodate increasing enrollments and organizational reconfigurations (Young, 2008). One vehicle for accommodating these needs is graduate education as provided by institutions of higher education.