Which group is most likely to become school principals with proper professional development?

The group most likely to become school principals with proper professional development is Teacher Leaders and Master Teachers. These individuals already possess significant experience in the classroom, a deep understanding of educational practices, and often exhibit strong leadership abilities. Their roles typically involve influencing other teachers and making decisions related to curriculum and instruction, providing valuable insight into school leadership dynamics.

Moreover, Teacher Leaders and Master Teachers are likely to have engaged in professional development focused on leadership skills, management strategies, and educational policy, which are essential components of effective school administration. Their established relationships with staff, students, and the community also position them favorably for principal roles, as they understand the unique challenges and functionalities of a school environment.

In contrast, part-time teachers may not have the level of commitment or experience needed for principal positions, as their roles are often limited in scope. Recent graduates, while knowledgeable in theory, may lack the practical experience necessary to handle the multifaceted responsibilities of a principal. Teacher aides typically support teachers in classrooms and do not usually have the leadership training or administrative experience required to step into a principal role. Thus, Teacher Leaders and Master Teachers emerge as the most viable candidates for becoming school principals with the appropriate professional development.