Developing indicators for a new principal induction program in Taiwan using the fuzzy delphi method

Quality induction initiatives can mitigate burnout, turnover, and shortage challenges in global education systems. Increasing the relevance of induction programs for new principals is imperative. However, systematic program evaluations lack comprehensive tools. This study aims to construct assessment indicators for the Taipei Induction Program for New Principals (IPNP) using mixed methods. Six capacity-building dimensions and 52 indicators were developed through qualitative interviews, expert consensus, and the Fuzzy Delphi Method. Survey results showed positive perceptions of program effectiveness, particularly regarding communication, learning, and execution capacities. However, dimensions related to professionalism and accountability require further refinement. This study’s contribution lies in providing a comprehensive assessment tool for program providers and enhancing novice principal induction programs. By addressing a critical gap in systematic evaluation, this research contributes to the enhancement of principal development programs. Future research could prioritize indicators and delve into real-life experiences, further refining the design and implementation of effective induction programs.