Examining The Phenomenon Of Elementary School Principal Succession Through The Perspectives And Experiences Of Novice Principals
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| Author | : Dayna Kay Lewis |
| Publisher | : |
| Total Pages | : 346 |
| Release | : 2019 |
| Genre | : Assistant school principals |
| ISBN | : |
School districts across the United States are confronted with a shortage of highly qualified principal applicants, a situation compounded by a haphazard approach to leadership succession planning. While the vast majority of principals and superintendents endorse the promotion of assistant principals as the most effective way to develop successful school leaders, few structures exist to support that endeavor. Despite their essential role in the school's operations and escalating demands for accountability for high standards and performance at the school level, assistant principals have been rendered virtually invisible in the scholarly literature. This study sought to fill the glaring gap in knowledge of the socialization experiences of assistant principals. Through a qualitative, in-depth phenomenological interview study of eight novice elementary school principals, this study focused on how the leadership practices of principals are influenced and informed by their prior experiences as assistant principals, as well as identified and defined the assistant principal's roles and responsibilities. Themes that surfaced from the data analysis process were narrowed to relationships, leadership development, and job responsibilities for assistant principals and principals. The findings indicated that assistant principal roles and responsibilities are more managerial than instructional, districts are providing less professional development opportunities for assistant principals than they are principals, and preparedness for the role of principal is largely dependent on the leadership opportunities provided by the principals mentoring the assistant principals. It is recommended that school districts take a strategic approach to succession planning that includes opportunities for assistant principals to experience multiple leadership styles as well as distributing instructional leadership responsibilities as training for the principalship. School districts also need to assure that principals are equipped to develop assistant principals' leadership capabilities through techniques such as mentoring, coaching, training, and providing them with opportunities to exercise leadership.
| Author | : Terrell Don King |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : |
| ISBN | : |
In school districts with an excessive rate of principal turnover annually, with the highest turnover rates occur in high-needs schools. Leaders of school districts experiencing high principal turnover rates recognized that on-site professional development of future school principals requires succession planning programs administered internally by the school district. The need for improved principal leadership readiness and assignments to fill potential position vacancies led to the purpose of this multiple case study. The three research questions were the following: 1. How do successful principals assigned to high-needs elementary schools and who completed a district’s principal succession planning program perceive their leadership preparation and readiness experiences? 2. How do the school district’s leaders describe the impact of a succession planning program for future principals serving high-needs elementary schools? 3. How do the school district’s leaders describe the sustainability of a succession planning program for future principals serving high-needs elementary schools? The multi-case study design involved two districts with principal succession planning programs. Fourteen participants were interviewed for this study. The participants were two superintendents, nine central office leaders, and three successful elementary principals in high-needs schools. The researcher also secured, reviewed, and analyzed available documents and artifacts related to program design and implementation. Consistent with qualitative research methods, data were coded, and themes related to the research questions were identified and described in alignment with the research questions guiding the study. The 10 themes that answered the three research questions follow: (a) perceived readiness for the principalship, (b) personal growth and development, (c) perceived readiness for the principal hiring process, (d) perceived network of support, (e) formalizing the growth of aspiring principals, (f) addressing district needs, (g) providing support for novice principals, (h) program design, (i) having a program director, and (j) program evaluation. The findings from this study could be used to inform practice based on the themes supporting the sustainability of the two succession planning programs. The findings offer a model for developing, selecting, and retaining high-quality principals in high-needs elementary schools
| Author | : Ann Weaver Hart |
| Publisher | : SUNY Press |
| Total Pages | : 376 |
| Release | : 1993-01-01 |
| Genre | : Education |
| ISBN | : 9780791412916 |
This book examines major issues in theory and research related to leader succession. It looks at the persistent problems confronted by people assigned to lead established social and professional groups like those found in schools. The author demonstrates how interaction between new leaders and established school organizations shape succession events (with illustrations drawn from educational administration) and provides a framework for understanding succession as a dynamic and interactive process.
| Author | : Corazon M Flores |
| Publisher | : |
| Total Pages | : 278 |
| Release | : 2020-11-09 |
| Genre | : |
| ISBN | : 9781636480299 |
Novice principals are the targets of change in the school that gives new expectations and hopes for each community. Wiley (2011) mentioned that novice principals might include those with no prior principal experience and considered in their honeymoon stage. The aim of this study was to reveal and describe the lived experiences of novice principals in leadership and management in the Archdiocesan schools. The method used for this study was hermeneutic phenomenology as it exposed the essence of the phenomenon through the lived experiences of the novice principals. A phenomenological perspective emanates from the principals themselves. A grand tour question of "what is the essence of being a leader and a manager mean for novice principals in the Archdiocesan schools" is identified in this research. Specifically, the aim of the research is to answer the following problems: 1. What are the lived experiences of the novice principals in the Archdiocesan schools? 2. How do the novice principals understand the challenges in leadership and management? 3. What Leadership Development Program may be proposed to help novice principals? The method utilized in this study is hermeneutic phenomenology informed by the work of Max van Manen (1997). Themes can be uncovered or isolated from key informants' descriptions of their experience by using the three different means: the holistic approach, the selective of highlighting approach, and the detailed or line-by-line approach. The holistic approach requires the researcher to view the text, the interview manuscript, or the text as a whole and capture its meanings. In the selective approach, the researcher underlines, highlights, or pulls out statements of phrases that seem essential to the experience under study, while in the detailed approach, the researcher analyzes every sentence (Polit & Beck, 2008). The study was conducted in the selected member schools of the Archdiocesan schools which are under the leadership of principals who are serving for not more than 3 years in their schools. The participants were chosen from the Archdiocesan schools of the province who are serving the school as principals from 1 to 3 years of office.
| Author | : Robert E. White |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 176 |
| Release | : 2011-06-11 |
| Genre | : Education |
| ISBN | : 9400712758 |
Contributors to this volume examine structures and processes that school boards have in place directly relating to the process of principal or vice-principal succession. As well, they consider the effect that these structures and processes have upon staff and administrators themselves. These contributors investigate policies, procedures and practices that school boards employ in terms of leadership succession, and explore implications of these constructs for the sustainability of school improvement. This volume presents an overview of the process of principal or vice-principal succession, descriptions of school district practices surrounding this process and discussions regarding how succession procedures affect individuals and groups of individuals. This volume also highlights those board policies that incorporate practices used to develop models that support and allow administrators to succeed. It articulates how school leaders and staff members deal with change and improvement efforts in successive schools, as well as how board policies and practices support principals and vice-principals at any stage in the succession process. This volume is useful as a reference guide relating to transfer and rotation procedures in school systems across the nation.
| Author | : Brenda Anne Russell Berry |
| Publisher | : |
| Total Pages | : |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
Between 1998 and 2000, seventy principals were named in the Austin Independent School District to succeed other principals. Several schools had two or more principals in that period. Not only is there an immediate cost when a principal is not successful, but there is also a cost associated with repair or replacement. Knowing what is necessary in the induction experience to make a principal succeed is critical. We have an obligation to these principals, their teachers, the taxpayers, and most of all, the students, to maximize their success. This study explored the experiences of elementary principals in the Austin Independent School District who recently succeeded other principals. Issues addressed included the principals' perceptions of their experiences and the impact of those experiences on their effectiveness. Findings will be offered as recommendations that may better inform principals who step into the succession role in the district. Questionnaires were sent to elementary principals named between 1998 and 1999 and still in those same schools in 2001-2002. Based on responses, principals were invited to participate in focus groups. Based on written responses and participation in focus groups, three principals were selected as case studies. Data revealed that succession principals had positive experiences including communication with others, establishment of procedures and routines, relationship building, and knowledge of district policies and procedures. Negative experiences included the effects of prior school leadership, challenging relationships, communication issues, and lack of support. As a result of these experiences, principals developed inner strength and powerful relationships with peers. It was recommended that support for succession principals continue beyond the induction year and include: trained mentors; time to dialogue with mentors and peer principals; quick responses to questions or requests for support; and receipt, early in the process, of critical information regarding role definition, expectations, district policies, and district procedures. Recommendations for further study included: investigating the succession experiences of secondary principals; comparing the succession experiences of principals named from within the district to those named from outside the district; and studying the relationship between the rate of principal retention and teacher retention.
| Author | : Robert E. White |
| Publisher | : Springer |
| Total Pages | : 174 |
| Release | : 2013-08-02 |
| Genre | : Education |
| ISBN | : 9789400736511 |
Contributors to this volume examine structures and processes that school boards have in place directly relating to the process of principal or vice-principal succession. As well, they consider the effect that these structures and processes have upon staff and administrators themselves. These contributors investigate policies, procedures and practices that school boards employ in terms of leadership succession, and explore implications of these constructs for the sustainability of school improvement. This volume presents an overview of the process of principal or vice-principal succession, descriptions of school district practices surrounding this process and discussions regarding how succession procedures affect individuals and groups of individuals. This volume also highlights those board policies that incorporate practices used to develop models that support and allow administrators to succeed. It articulates how school leaders and staff members deal with change and improvement efforts in successive schools, as well as how board policies and practices support principals and vice-principals at any stage in the succession process. This volume is useful as a reference guide relating to transfer and rotation procedures in school systems across the nation.
| Author | : Bryan Andrew Denton |
| Publisher | : |
| Total Pages | : 384 |
| Release | : 2020 |
| Genre | : Educational leadership |
| ISBN | : |
This study examined the perceptions of novice principals in terms of their readiness for the principalship. Further, the study sought to ascertain what previous experiences the novice principals believed were contributors to their readiness as well as to identify suggestions novice principals would make to improve the readiness of novice principals. The researcher used a qualitative approach to conduct the study. The qualitative data were obtained through the use of a questionnaire and personal interviews. The open-ended interview questions asked participants to identify what previous experiences helped them be ready for the principalship and how those experiences contributed to their readiness. Interview questions also asked participants to identify the areas of responsibility in the principalship for which they felt most and least ready. The research questions examined (a) How do novice principals rate their sense of readiness; (b) What experiences do novice principals feel were contributors to their readiness; and (c) What suggestions do novice principals have to enhance their readiness? Data analysis showed that novice principals had mixed opinions as to their initial readiness, with all participants acknowledging they were not as ready as they would like to have been. In addition, participants highlighted several previous experiences that contributed to their readiness, in particular their service as an assistant principal and life experiences that preceded their administrative career. Other experiences included mentor relationships, university preparation, and district-based leadership development programs. Participants offered many suggestions for how to improve principal readiness, with the greatest emphasis being place on the preparation of assistant principals for the principalship.
| Author | : |
| Publisher | : |
| Total Pages | : 1032 |
| Release | : 1997 |
| Genre | : Education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 608 |
| Release | : 1928 |
| Genre | : Education, Elementary |
| ISBN | : |
