Abstract
Purpose. The purpose of this study was to identify and describe the leadership and management behaviors principals used to develop and implement a successful after-school program. Methodology. This was a descriptive study. A nomination process was used to locate the sample in Sacramento County. Principals completed a six-point Likert scale survey, from which descriptive statistics were calculated. Five principals and fifteen staff members were interviewed. The interview data were analyzed and frequency tables were generated. Findings. Principals involved others in the creation of a vision for the after-school program that inspired and motivated others. Principals modeled the way for staff to work together to create opportunities for students to achieve. They built the capacity of their staffs to communicate, cooperate, and learn from one another. Principals collaborated with regular and after-school staffs to make decisions about students and the program. Principals created a shared ownership for the after-school program among the regular and after-school staffs. Conclusions. Principals who involve the staff in the development of a shared vision and create a school environment that focuses on both academic and socio-emotional needs of students, increase the capacity of students to succeed. Principals with successful after-school programs build the capacity of staff by providing them with opportunities to learn from one another and acquire the knowledge necessary to create additional opportunities for students to learn. Principals who collaborate with staff to identify and address student needs in the after-school program contribute significantly to the staffs' ability to make better instructional decisions. The vision of a successful after-school program evolves over time as it becomes part of the fabric of the school culture. Recommendations. Study the site directors and literacy coaches as a second layer of school leadership in after-school programs to determine which leadership and management behaviors this group uses and what effects they have on the development and implementation of an after-school program.