Beginning principals: balancing at the top of the greasy pole

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This article aims to set the scene for this Special Issue on beginning principals and to inform one's understanding of how new principals manage their work lives to make a difference in their schools. Design/methodology/approach -Based on recent literature on beginning principals, the paper draws together and analyses issues encompassing principals' formal preparation, recruitment, licensure and socialisation. Findings -This article outlines the broader context that frames the lives of beginning principals across societies. It does this through focusing on three fairly general topics: the current expectations of principals and potential principals, which also touches on a shortage of principal candidates in some societies; the life of beginning principals, including strategies suggested by research for "surviving" those hectic first years; and issues related to principals' preparation and learning. These topics encapsulate the focuses of the articles that follow. Originality/value -The paper contributes to the understanding that the quest for beginning principalship cannot be restricted by national or societal borders; it is one that calls for greater international cooperation and insight.

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

“…A common consequence, nevertheless, is an overemphasis on technical issues at the expense of instructional issues, which are conceived as the core concern of the school organization. It is evident that NPs have no time for monitoring classroom practices (Draper and McMichael 1998), developing educational improvement strategies (Cowie and Crawford 2008), encouraging learning communities (Walker and Qian 2006) and pupil-focused responsibilities. One principal in Dunning's (1996: 119) Finally, since NPs still need to develop their leadership capabilities, the principal-teacher relationship seems to be embedded with unique characteristics during the early career stage of principalship.…”

Preparing novice principals in Australia and Turkey: How similar are their needs?

“…As we have indicated previously , the need to focus on the preparation of principals professionally and psychologically for the role can be demonstrated in four clear ways. First is the potential impact of principal leadership in schools and its connection with student achievement (Walker and Qian 2006). In this connection, one especially robust finding of the research into school effectiveness is the importance of leadership in facilitating school improvement (Rutter et al 1979).…”

Secondary school principals in curriculum reform: Victims or accomplices?

“…As such, their role as leaders of learning has become more important and their potential for influence, at least theoretically, has increased. They are therefore faced with the challenge of leading their schools towards student-centered classroom practice, a more relevant curriculum, meeting diverse and individual learning needs, and generally improving the quality of teaching and the level of student learning outcomes (Walker & Qian, 2006). This is by no means an easy task and serious questions remain about whether and how principals perceive and cope with the related challenges.…”