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The question that this study addressed was how Catholic educators from diverse experiential backgrounds negotiate personally persuasive and authoritative discourses in fashioning their identities as assistant principals. The inquiry is framed by poststructuralist perspectives on identity and uses as a methodology an ethnographic interview approach in an effort to understand the transition from teacher to assistant principal. Interviews with three first-year assistant principals in two Catholic school districts in a Western Canadian province formed part of the data. To obtain the school district’s perspectives, I also interviewed district-level personnel who were responsible for leadership formation. Documents from the Ministry of Education that included the newly developed provincial standards for principals as well as documents from the two school districts were also analyzed. The research findings reveal that beginning assistant principals negotiate their identities as educational leaders when they assume a role and that the expectations of the role existed before their arrival. These expectations are the authoritative discourses that shape the educational leader within the school district and that are negotiated with the personally persuasive discourses of the leader. The tensions that new assistant principals in the study negotiated were conflicting discourses of leadership and the dissonance between the challenges and affirmations regarding participants’ deeply held values and the traditional institutional demands on administrators and between the role expectations and the autonomous decision making of leaders. The implications of emphasizing questions of identity in leadership development shift the thinking on the assistant principal beyond the organizational structure of the role. School districts must better attend to the development of the identity of their educational leaders by restructuring leadership training programs and ensuring the effectiveness of mentoring programs. New assistant principals must themselves address the differences between role and identity and direct attention to the importance of developing and strengthening their identities as educational leaders.

Few studies have been conducted to take an in-depth look at the role and experience of a new middle school assistant principal. Advantageous timing provided the opportunity for the author to conduct this research study examining his experience as a first-year assistant principal. The guiding question for this autoethnography was "What can be learned from the experiences of a first-year assistant principal that can be used to improve the administrative certification program and training of future assistant principals"? Autoethnography is employed as a methodology to portray the experience and understanding of the participant/observer in comparison to his training and preparation to become the assistant principal of a middle-level school. Data were gathered from personal journal entries both verbally recorded and written by the author during this year and a half period. Other data sources included school discipline records, behavior files, and incident reports recorded during the experience as well as those leading up to this experience. This study describes the preparation experienced by the author from his time as a middle school and high school classroom teacher, through the certification process, and into his acceptance of his first administrative position at a semi rural, medium size, sixth- and seventh-grade intermediate school. This study takes a critical look at the author's perceived understanding of students, discipline, and his preparation to become an educational leader. The author's own experience forced him to question his views and readiness while bringing to light needed reforms and understandings to the world of an assistant principal.

The purpose of this study was to gain an understanding of the experiences, educational and job related, that middle school assistant principals have received to prepare, and to become principals. In order to explore and describe those experiences provided by the middle school principals a phenomenological research design was used for this study. Those participants who were interviewed work in middle schools within Region V of the Virginia School University Partnership. This research project included two steps in data collection. The first step required the assistant principals to examine the Interstate School Leaders Licensure Consortium Standards (ISLLC), and indicate whether they had experienced those functions under each standard in one or more of three areas: principal preparation, job responsibility, and district professional development. The second parts of the study involved follow up interview questions for each in the participants. The findings of the study discuss that the standards are addressed and also how the assistant principals feel about their preparation and school district professional development. / Ed. D.

The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). Cited research indicates that mentoring is effective in developing both leadership capacity and self-confidence or self-efficacy for new school leaders (Allen et al., 1995; Barnett et al., 2017; Calabrese and Tucker-Ladd, 1991; Craft et al., 2016; Gurley et al., 2015; Harris, 2020; Hausman et al., 2002; Lester et al, 2011; Liang and Augustine-Shaw, 2016; Marshall and Phelps, 2016; Parfitt and Rose, 2020; Ryan, 2011; Searby et al., 2017; Spillane and Lee, 2014). The purpose of this study was to identify the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. A secondary purpose was to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race was the primary driver needed for a successful mentoring relationship. Data also supports a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals. / Doctor of Education / The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). This study investigated the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. Additionally, the researcher aimed to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race, was the primary driver needed for a successful mentoring relationship. Data also supported a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals.

Retention of quality high school assistant principals is a problem in a suburban Georgia school district, where 35% of administrators left their schools in a 3-year period. Researchers indicated that high turnover rates in school leadership influence student achievement and school climate. The purpose of this qualitative case study was to explore the perceptions of high school assistant principals concerning factors that influence them to stay in their current roles. Herzberg's 2-factor framework was used to explore the perceptions of 10 high school assistant principals regarding their decisions to remain in their administrative positions. The research questions examined how high school assistant principals in a suburban Georgian school district perceived motivating and hygiene factors that influenced them to remain at the school district or leave their job roles. Open coding was used to identify patterns and themes. Findings from the data collected with semi structured interviews revealed (a) 3 themes related to motivating factors that included relationships with students, teachers and leaders, and (b) 2 themes related to hygiene factors regarding external issues outside assistant principals' control but may influence job retention. The resulting project consisted of a white paper that recommended the school district institute the initiation of an assistant principal leadership academy as well as an assistant principal open forum to minimize the negative influence of the 2 identified hygiene factors on assistant principals' job retention. The project contributes to positive social change by providing insights to potentially stabilize the attrition of high school assistant principals and improve student and academic achievement.

The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amount of time spent performing the instructional leadership tasks. The Sources of Instructional Leadership(SOIL) survey instrument was revised and used in addition to a demographic survey to collect the data. A total of 396 surveys were mailed to middle school assistant principals across the state of Virginia. The SOIL survey includes 31 instructional leadership tasks that describe the instructional leadership responsibilities of assistant principals. The research design is non-experimental and descriptive. The methodology was a modification of the methodology used in a study conducted by Bush (1997). The design used a demographic survey, the SOIL survey and time study to collect data. The data collected answered the following research questions: 1. What instructional leadership roles and responsibilities are performed by middle school assistant principals in Virginia? 2. What is the relationship between instructional leadership responsibilities performed and specific demographic variables? 3. How much time do middle school assistant principals spend on instructional issues each week? Conclusions from the data reveal the primary instructional leadership responsibilities of Virginia middle school assistant principals are: (1) developing a school climate that is conducive to learning (2) improving student discipline, and (3) communicating a concern for student achievement. The data also indicate that older assistant principals are more involved in observing and evaluating staff than younger assistant principals. Additionally, the study found that the more instructional leaders in a school, the more involved assistant principals are with tasks that are associated with developing an academic climate. Furthermore, almost 80% of the participants indicated they spent between 10-30% of their instructional task time developing an academic climate each week. Nearly 50% of the participants spent the least amount of time on tasks that focus on coordinating the instructional program. / Ph. D.

Educational equity is a strategy through which schools prioritize equitable access to learning experiences most appropriate for each student's needs. It is an attempt to reduce inequitable student outcomes by closing gaps in students' opportunities to access the teachers, learning, and resources they need. Instructional leaders are vital to how educational equity manifests in the school setting, and assistant principals serve in this capacity among many. The purpose of this study was to identify assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. The researcher sought participation from a sample of assistant principals from four school divisions in Virginia. For this quantitative study, participants completed a researcher-developed survey about equity-focused instructional leadership practices adapted from an educational equity framework developed by the Virginia Department of Education and the nationally recognized BELE framework. The researcher analyzed survey responses and used descriptive statistics to report findings that answered three research questions about assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. The data revealed that assistant principals are prepared and often engage in multiple equity-focused instructional leadership practices. Assistant principals would benefit from increased opportunities and additional professional learning in some areas of equity-focused instructional leadership. The researcher identified implications for the practice of assistant principals and made recommendations for future research that might provide insight for principals, division leaders, and state personnel into how to utilize and support assistant principals in this capacity. / Doctor of Education / Pursuing equity in the educational setting aims to reduce inequitable student outcomes by closing gaps in students' opportunities to access teachers, learning, and resources that address their specific needs. Assistant principals serve as instructional leaders and are vital to establishing and maintaining equity in the school setting. The purpose of this study was to identify assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. The researcher sought insight into assistant principals' beliefs about their experiences as equity-focused instructional leaders, specifically in the areas of the equity-focused instructional leadership strategies outlined in a framework developed by the Virginia Department of Education and the nationally recognized BELE framework. The researcher sought to gain insight for principals, division leaders, and state personnel to support their efforts to utilize and support assistant principals in this capacity. The researcher conducted a quantitative study using a survey research design. The researcher conducted the study in Virginia and collected data from a sample of 65 assistant principals in four school divisions. The researcher analyzed responses to the survey and used descriptive statistics to report findings that answered three research questions about assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. Findings indicate that assistant principals are both prepared and have opportunities to serve as equity-focused leaders. However, they would benefit from increased opportunities and professional learning to improve their practice.

ABSTRACT PREPARATION OF THE ASSISTANT PRINCIPAL FOR THE ROLE OF THE PRINCIPAL: AN EXAMINATION OF REAL TASKS AS COMPARED TO THE PERCEIVED IDEAL TASKS by April Chastang Madden Principals most commonly ascend from the pool of those who are assistant principals, but it is unclear whether assistant principals are prepared to assume such a pivotal leadership role. This study seeks to compare the extent of on the job training provided to the assistant principals by examining ideal as compared to actual task performance in six competency areas associated with the job of principal. The research questions were as follows: 1. What are the perceived ideal professional tasks assistant principals should perform prior to becoming a principal? 2. Which tasks are performed by assistant principals? 3. Do these performed tasks prepare assistant principals for principalships? Utilizing Survey Monkey, a survey was e-mailed to principals with 1-3 years of experience in the State of Georgia. Descriptive statistics, Pearson Correlations, and t-tests were used for data analysis. As for research question 1, this study revealed that the tasks that ranked the highest among the study participants regarding perceived ideal tasks that assistant principals should perform prior to becoming principal were the competencies falling under the categories of Instructional Leader, Leadership in Staff Personnel, and Management of Schools. For question 2, Pearson Correlation showed that there were no significant correlations for ideal and actual tasks, except in the area of Instructional Leader. Regarding research question 3, The Pearson Correlation along with t-tests of subscales showed that there are significant differences between the ideal and actual tasks performed by assistant principal. The Pearson Correlation highlighted that the only significant correlation between ideal and actual competency tasks was found in the area of Instructional Leader. In conclusion, this study indicated that assistant principals are not adequately prepared to transition to the role of principal.

This study examined the extent to which the role of the assistant principal is perceived to include instructional leadership behaviors. Specifically, this study compared the perceptions of instructional leadership practices of elementary, middle, and high school assistant principals from the perspectives of assistant principals, principals, and teachers. A nonexperimental comparative design was used. Quantitative data were collected via a version of the Principal Instructional Management Rating Scale that was adapted for application to assistant principals. Analysis of variance, independent-samples t-test, correlation, and nonresponse bias analysis were conducted. Effect size and standard error were calculated. Results indicated that the mean scores given by principals were the highest given by any of the three role groups and those given by teachers were the lowest including the lowest seven mean subscale scores among all role groups. Analysis of variance and t-test results of survey responses indicated that, though statistically significant differences were identified regarding school level, gender of the assistant principal, and role of the rater, no practical differences were found. Results further indicated that there was a negligible relationship between experience and ratings of assistant principal instructional leadership. Recommendations include those related to suggestions for continued research on this topic as well as implications for the practice of instructional leadership for assistant principals.