The purpose of this study is to investigate the perceptions of principals and assistant principals regarding the training and preparation afforded assistant principals in selected schools in the metropolitan Atlanta area. The research questions were as follows: RQ I : Is there a significant relationship between graduate training programs for assistant principals and preparedness for the principalship? RQ2: Is there a significant relationship between the prior employment training that assistant principals receive and preparedness for the principalship? RQ3: Is there a significant relationship between participation in the role of the principalship and preparedness for the principalship? RQ4: Is there a significant relationship between the leadership attributes that the assistant principals possess and preparedness for the role of the principalship? RQ5: Is there a significant relationship between the aspirations of the assistant principal and the preparedness of the principalship? RQ6: Do independent variables such as years teaching, age, race, highest degree earned, present position, gender, educational institution attended, type of certification: years as assistant principal, size, location, or type of school have a significant bearing on the perceptions of principals and assistant principals regarding training activities for the principalship? In this study, a survey questionnaire was used to document the perceptions of 70 principals and 100 assistant principals regarding the training and preparation afforded assistant principals in selected schools in the metro-Atlanta area as preparation for the successful principalship of schools. Demographic information and principal and assistant roles and responsibility data was also gathered. This study found a positive correlation between perceived importance of formal university graduate course work and preparedness for principalship. The study also revealed that having a written job description outlining specific duties while in the role of assistant principal is significantly related to preparation for principalship. Assistant principals in this study received the lowest ratings on the ability to handle effectively resource allocation. In addition, previous experience with budget and finance was noted as one of the most important areas of expertise one must gain when participating in the role of principalship. To the extent possible, principals should involve their assistant principals in decisions concerning planning and developing the school budget; managing fiscal, human, and material resources; utilizing the physical plant; and monitoring and reporting on resource use.

The purpose of this inquiry was to examine the possible extent to which specific, identifiable leadership characteristics of Central Florida school principals differ between middle and high school administrators, and to examine if these leadership characteristics display a relationship, either positively or negatively, with the obtainment of student scores on state measures of education accountability (FCAT reading scores). Data from the research sample were collected through the administration of a modified version of the Audit of Principal Effectiveness (APE), a survey instrument developed by Dr. Jerry Valentine through the Middle Level Leadership Center at the University of Missouri-Columbia (Valentine & Bowman, 1984). The survey instrument used for this study contained 52 statements regarding principal leadership characteristics divided into two domains (organizational environment and educational program). The organizational environment domain (questions 1-37) establishes the ability of the principal to nurture the on-going climate of the school through development of positive interpersonal relations among the staff members and effective daily operational procedures for the school. The second domain, educational program, ascertains the principal's ability to serve as the educational leader of the school through active involvement in instructional leadership and curriculum development. Teachers were asked to rate their principal on a 9-point Likert-type scale (1 = not effective, 5 = moderately effective, 9 = very effective) on the extent they perceived the principal to be effective in that leadership skill. A sufficient number of surveys (minimum of 7) were returned from teachers at 60 schools (35 middle schools and 25 high schools) out of a possible 104 for a response rate of 57.7%. The investigation found the following: 1) There was no statistically significant difference between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the (APE) between middle schools and high schools; 2) There was no statistically significant correlation, when middle school and high school principals were treated as one group, between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the APE and student achievement; 3) There was a statistically significant negative (inverse) correlation between FCAT reading percentage and low-SES percentage for all schools; 4) As teacher rating mean scores on the APE organizational environment domain increased, the negative (inverse) correlation between FCAT reading percentage and low-SES percentage decreased but not at statistically significant levels; and 5) A positive correlation between teacher rating mean scores and FCAT reading percentage was indicated for high school principals on both the organizational environment and educational program domains of the APE. These correlations were not statistically significant at the higher alpha required for multiple correlation tests, but they were positive and the correlation for the organizational environment domain approached significance.

The problem of this study was to examine the impact of Florida's A+ program of accountability on elementary principal job satisfaction. Specifically, the study was conducted to determine the relationship between a school's grade and principal job satisfaction. Of primary interest was the extent to which school accountability impacted principal satisfaction with the facets of Work on Present Job, Pay, Opportunities for Promotion, Supervision, People on the Present Job, and the job as a whole. The instruments used, the Job Descriptive Index (JDI) and Job in General (JIG) were provided through the JDI Research Office housed at Bowling Green State University. The JDI and JIG results were analyzed using statistical analyses, comparisons of median scores within established satisfaction ranges developed for the JDI, and national norms also provided by the JDI Research Office. The data were derived from the responses of 65 (39.6%) public elementary school principals in three Florida counties. Overall, the findings demonstrated that 93.7% of responding principals reported overall satisfaction with their jobs as measured by the JIG. High levels of satisfaction were also reported on the JDI in the areas of Work on Present Job, Supervision and People on your Present Job. The two areas that were the least satisfying for responding principals were the facets of Pay and Opportunities for Promotion where a majority expressed feelings of ambiguity or dissatisfaction. In an analysis of the impact of school grades (A, B, or C), there was not a significant relationship between the grade received by the school and principal satisfaction on either the JDI or the JIG.

Thesis advisor: Vincent Cho / This individual case study is part of a larger group study examining how principals benefit from and shape professional capital to improve schools. A pressing demand on principals is not only hiring more educators of color, but also ensuring they are retaining them. Previous research tends to focus on the strategies and tools that will lead educators of color to enter the profession; however, educators of color are leaving at higher rates than their White counterparts. Using data comprised of interviews of seven educators of color and eight principals from a large, urban school district in Massachusetts, this qualitative case study explores the leadership strategies, if any, principals use to promote the retention of their educators of color in the Elody School District and why these educators of color remain in the district. My analyses, framed through a critical race theory lens, focus on the shared experiences of these educators who come from different buildings within their district. My findings are split into sections, in accordance with my research questions. First, the principals interviewed believed they employed specific strategies to retain their educators of color. These strategies included acknowledging race, breaking down racist structures that prevent their educators of color from advancing, and amplifying the voices of their educators of color ensuring, regardless of their role, they have a voice, are heard, and are supported within their staffs that consist of a majority White educators. Second, these educators of color stayed because they believed it was important their students saw educators who looked like them. They also stayed because they believed their principals valued their knowledge and experience. Centering voices that are generally understudied, this inquiry adds to the growing body of knowledge that leads to retaining educators of color. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

It was the purpose of this study to determine the present general status, thought, and practice of the elementary school principalship in Texas public school districts. More specifically, the problem was fourfold in nature: 1. To study the professional characteristics of the Texas elementary principal through an analysis of factors related to (1) his position, {2) his professional characteristics, and (3) his major responsibilities. 2. To evaluate certain aspects of the status, thought, and practice of the Texas elementary principal in light of what is considered most desirable in recent literature in the field to determine to what extent the Texas principal reflects the moat desirable characteristics. 3. To compare certain aspects of the present principalship with similar characteristics as found in previous studies of the Texas elementary principalship in order to determine trends. 4. To compare certain aspects of the Texas elementary principalship with the same aspects of the elementary principalship as described in a recent national study, in order to determine similarities and differences.

The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.

The purpose of this study was to investigate the current perceptions of high school principals regarding their perceived roles, professional development experiences that impacted their careers, and the challenges and frustrations they face when enacting their roles as high school leaders. This qualitative study investigated perceptions of high school principals and addressed three research questions: (1) What are the perceptions of high school principals regarding their role as school leaders? (2) What professional development experiences do high school principals report are most important in impacting their careers? (3) What do high school principals perceive are their greatest challenges and frustrations? Three in-depth qualitative interviews were conducted with each of eight high school principals. The results were based on analysis by the researcher and the two expert panels. The high school principals perceived that they had a tremendous number of roles and responsibilities within their positions. The roles and responsibilities that were identified with the greatest importance were: providing a safe learning environment, ensuring quality teachers and quality instruction, high accountability expectations for all and mandates, and leadership within the school and system. Professional development opportunities and personalized support systems were perceived to be vital to the success of the high school principal.  Principals in the study reported that both formal and informal professional development experiences were beneficial for their improvement as school leaders. The principals perceived that when they created relationships with mentors and established strong networks, they improved the likelihood of sustained support and success. High school principals perceived the greatest challenges were management of time, balancing leadership and management of the school, and navigating the legislative mandates and accountability requirements.  High school principals perceived the greatest frustrations were issues related to time and legislative mandates dictated to them by the local, state, and federal systems. They faced constant pressures that could be directly tied to student achievement and accountability measures. High school principals need to be prepared to assume various roles. Further research may determine if roles and challenges identified by the eight participants mirror other states’ results.

This study examined the perspectives of central office personnel, principals, and teachers involved in the school transformation process. This study was guided by the two main questions: (a) What strategies (structural and instructional) do high school principals implement to lead a successful turnaround of a school? and (b) Which strategies seem to be perceived as most effective by principals, teachers, and superintendents, when measured by multiple school effectiveness indicators? A qualitative case study design was used in an in-depth comparative inquiry of two high schools, which met the criteria of turnaround schools. Data collected were inclusive of interviews, documentations, and historical artifacts to provide insights into the school planning and decision-making process. In addition, the role of the principal and its impact in the selection and implementation of specific strategies were investigated and analyzed against a research-based conceptual framework developed by the researcher, exploring the following components: (a) Principal’s Leadership Role, (b) Structural Integration Practices, and (c) Instructional Integration Practices. A three-fold investigation was conducted to gain a deeper understanding of schools undergoing restructuring. This three-fold investigation was designed to: (a) Review and summarize extant research related to high school restructuring models that relate to school turnaround, (b) Collect research findings that identify effective instructional and administrative leadership practices adopted by principals to accomplish a successful school turnaround, and (c) Conduct a comparative study of two Texas urban high schools that experienced school turnaround. This research study revealed that a principal’s leadership role in effectively implementing strategies has a great impact on the school transformation and renewal process of school turnaround. In addition, the perceptions of central office staff and teachers, principals’ structural and instructional practices chosen by schools, demonstrated the utilization of specific strategies school leaders may adopt to ensure a successful turnaround. / text

This study replicated the study by Mary E. Neal, Job Satisfaction of Florida's High School Assistant Principals as a Factor in the Maintenance of an Administrative Workforce (2002) and extended the research by examining the job satisfaction of high school assistant principals in seven Florida county school districts. The present study utilized quantitative and qualitative data. Respondents (n = 128) were surveyed using the Minnesota Satisfaction Questionnaire (MSQ short form), Individual Demographic Questionnaire, and Telephone Interview Questionnaire. One assistant principal from each of seven counties volunteered to complete the Telephone Interview Questionnaire. The 128 respondents represented 60% of 214 assistant principals contacted. The majority (74.18%) of Florida high school assistant principals participating in this study expressed satisfaction with their jobs. The greatest dissatisfaction area (52%) was compensation. More assistant principals were dissatisfied with their salary than any other area. Thirty-five percent of the participants were 31-40 years old, 79% had a Master's degree, 33% had been a high school assistant principal 1-3 years, 60% worked 51-60 hours per week, 57% were at suburban schools, 48% were at schools with 26%-50% of students on free and/or reduced lunch, and 32% were at schools with student enrollments between 1601-2400. The majority of participants (42%) in this study were at schools which received a school grade of "C" on the Florida Comprehensive Assessment Test. None of the four independent variables (school size, tenure, age, or gender) was statistically significant to the dependent variables of general satisfaction, intrinsic satisfaction, or extrinsic satisfaction. Four additional independent variables (salary, free/reduced lunch, school grade, and principalship interest) were analyzed with the dependent variables (general satisfaction, intrinsic satisfaction, or extrinsic satisfaction). A multiple regression revealed significance between general satisfaction and school grade (p<.05) and intrinsic satisfaction and school grade (p<.05). High school assistant principals in lower performing schools were less satisfied than assistant principals in higher performing schools. The relationship between extrinsic satisfaction and free/reduced lunch (p=.07) is worthy of notice. Telephone interviews provided qualitative data suggesting respondents lack desire to pursue the high school principalship. This supports the growing concern regarding high school principal shortages. The correlation (r = .35, p<.0001) between age and principalship (no-interest) indicated that as high school assistant principals got older they lost interest in becoming high school principals. As administrators spend time in their role as assistant principals they need to be mentored, trained, and encouraged to pursue their personal development of becoming a principal as soon as they are able. If assistant principals are not persuaded to move into principalships as soon as they are ready, their interest in that pursuit may quickly wane. It is important that school districts identify and maintain current job satisfaction data if they plan to persuade assistant principals into becoming principals. School districts must assess what satisfies and dissatisfies assistant principals if they want to be successful in recruiting positive, capable leadership for the role of high school principal.

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