Licensed but Not Leading: Issues Influencing Individuals’ Pursuit of the Secondary Principalship

Abstract

In this study, we used survey research methods to examine (1) factors that motivated educators in the state of Iowa who held administrative licensure (125 females, 164 males) to actively pursue secondary principalship positions and (2) aspects that dissuaded them from applying. Respondents rated 10 factors that potentially motivated them to pursue administrative licensure, 36 factors related to perceived barriers to pursuing the principalship, and 5 questions related to perceived quality of leadership preparation. Results revealed that educators were attracted to the principalship for intrinsically motivating reasons. Although perceiving potential barriers as being only minimal-to-moderate obstacles, females identified concerns related to gender discrimination and gender stereotypes, and males were significantly more likely to apply to available positions. Respondents indicated concerns regarding time demands of the position and an emphasis on management over leadership responsibilities.

Spanish principals: Motives for accession and difficulties in enacting the role

“…What are their motives for entering the principalship? It was hypothesized that, in line with previous research (Friesen et al, 1983;Morton, 2011;Schutte and Hackmann, 2006;Su et al, 2003), intrinsic reasons would be considered as the most important ones for becoming a principal.…”

“…SDT distinguishes between amotivation -lack of motivation; intrinsic motivation -doing an activity for the sake of it, because of the inherent satisfaction it produces; and several forms of extrinsic motivation -doing an activity for instrumental reasons. Previous research indicated a more intrinsic than extrinsic motivation for principalship in American, Canadian, and Australian principals (Friesen et al, 1983;Morton, 2011;Schutte and Hackmann, 2006;Su et al, 2003). Su et al (2003), for example, asked a sample of Australian and American principals about their reasons for becoming principals, and found some commonalities: "to have a high paying job" and "to have job security and a steady income" were rated by both as not very important, and "to work with teachers in school improvement efforts" and "to have an impact in school restructuring" were rated by both as the more important reasons.…”

“…The questionnaire was originally drawn up with the aid of several experts in school leadership. The items were derived from in-depth interviews with novice principals, and from a review of the literature on principals' motivations (Friesen et al, 1983;Morton, 2011;Schutte and Hackmann, 2006;Su et al, 2003) and difficulties (Cuban, 1988;Supovitz and Poglinco, 2001;Sykes and Elmore, 1989). The data in this paper come from the responses to three sections of the questionnaire: (a) identification information (principal's gender and years of teaching experience; school size); (b) motivations to become a principal (10 items); and (c) difficulties encountered during the first year as principal (10 items).…”

Are we looking through the same lens? Principal recruitment and selection

“…Pounder and Merrill (2001) attempted to link desire for principalship with a number of job factors such as 'probability of being offered the job', 'desire to achieve', 'extra time demands of the job' and 'salary benefits', but these were more about possible benefits than role requirements. A more direct link between role and applicant expectations was reported by Schutte and Hackmann (2006). Their 290 respondents considered 'inadequate administrative skills', 'lack of personal experience', 'highly political position', and 'tremendous conflict associated with this position' as dampening their principalship desire.…”

The serendipity of principalship: meaning-making of a filipino secondary school principal

“…Today, the principal is viewed as a leader charged with the function of initiating change by raising the level of expectations for both teachers and students (Tschannen-Moran & Gareis, 2004); developing a caring community in the school (Sergiovanni, 1999); exercising effective instructional leadership (Gurr, Drysdale, & Mulford, 2006;Schutte & Hackmann, 2006), site baseddecision-making (Whitaker, 2003); and spending more time with parents and community (Kochan, Spencer, Matthews, 2000), among others. Today, the principal is viewed as a leader charged with the function of initiating change by raising the level of expectations for both teachers and students (Tschannen-Moran & Gareis, 2004); developing a caring community in the school (Sergiovanni, 1999); exercising effective instructional leadership (Gurr, Drysdale, & Mulford, 2006;Schutte & Hackmann, 2006), site baseddecision-making (Whitaker, 2003); and spending more time with parents and community (Kochan, Spencer, Matthews, 2000), among others.…”