Presentation Schedule
Building a Practice-Based Principal Preparation Model: A Design-Based Research and Kirkpatrick Four-Level Evaluation of Taiwan’s Innovation Management Action Program (108177)
Session Chair: Vasileios Tsiantos
Sunday, 12 July 2026 09:30
Session: Session 1
Room: UCL Torrington, B07 (Basement Floor)
Presentation Type:Oral Presentation
In response to rapid educational transformation driven by digitalization and curriculum reform, principal preparation programs must move beyond theory-oriented instruction toward practice-based leadership development. This study examines Taiwan’s IMPACT (Innovation Management Program for Action), a national training initiative for aspiring principals, through a Design-Based Research (DBR) framework and a Kirkpatrick four-level evaluation model.
The IMPACT program integrates mentoring (Mentor Coaching), cohort-based collaborative learning, benchmarking visits to exemplary schools, and blended learning (OMO) into an action-oriented MCEO leadership framework. Participants work in teams to diagnose authentic school challenges, design innovation strategies, and present actionable proposals to partner schools. Grounded in principles of inclusive leadership, the program explicitly cultivates equity-oriented decision-making, stakeholder engagement, and collaborative problem-solving across diverse school contexts. Using mixed-method data collected across four evaluation levels—participants’ reactions, professional learning gains, behavioral transfer, and organizational impact—findings demonstrate significant growth in self-awareness, strategic leadership, collaborative capacity, and communication competence. Three-month follow-up assessments confirm sustained behavioral transformation, particularly in team leadership, inclusive dialogue facilitation, and stakeholder coordination. At the results level, partner schools reported strengthened collective efficacy, deeper organizational reflection, and increased innovation momentum. By positioning leadership preparation within a DEI-informed and practice-based framework, this study contributes to international scholarship on how principal development can advance inclusive governance, equity-centered school improvement, and sustainable organizational change. The findings provide a scalable model for reimagining principal preparation in diverse and rapidly evolving educational systems.
Authors:
Hsin-Chih Lin, University of Taipei, Taiwan
About the Presenter(s)
Professor Hsin-Chih Lin is a University Assistant Professor/Lecturer at University of Taipei in Taiwan
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