The development of assistant principals: a literature review

Abstract

Purpose-The purpose of this review is to add to the discussion of assistant principals (APs), a position that has been under-represented in the professional literature. Design/methodology/approach-An extensive search was undertaken on assistant principals, vice principals, and deputy head teachers from various sources, including journals, conference papers, doctoral dissertations, ERIC documents, articles from professional publications and organizations, and relevant books and chapters. Each document was thoroughly analyzed and common themes were identified. Findings-The assistant principalship is a unique entity because the position lacks a precise job description yet entails numerous tasks to ensure the success of a school. Although the assistant principal is a critical leader in schools, the position is underutilized and under-researched. This review analyzes the roles, responsibilities, training, socialization, and typologies of the assistant principal. Research limitations/implications-As a result of this research, it is suggested that the role of the assistant principal needs to be reconfigured. Additional research is needed in the areas of training, professional development, and transition to the principalship. Originality/value-This article presents a unique comparison of the roles of APs throughout the past 30 years both in the USA and abroad. In addition, after examining the lack of university training and professional development for the assistant principalship, suggestions are made as to how APs can be better prepared for this critical leadership position.

Exploring distributed instructional leadership : case studies of assistant principals in an urban school district.

“…The role of the principal as an instructional leader has been well defined (Aladjem et al, 2010;CCSSO, 2008;Gulcan, 2012;Hallinger, 2003;Herman et al, 2008;IEL, 2000;; New Leaders for New Schools, 2009;Portin et al, 2009); however, the role of the assistant principal as an instructional leader has not been examined in depth (Cranston et al, 2004;Glanz, 1994;Hausman et al, 2002;Kwan & Walker, 2012;NASSP, 1991;Oleszewski et al, 2012;Marshall, 1992;Mertz, 2006;Scoggins & Bishop, 1993), especially at the middle school level (Angelle, 2010;Murphy et al, 2009;Klar & Brewer, 2013) and a model of instructional leadership including both has not been presented. In addition, the role of the niche "instructional" assistant principal is one that has recently taken shape and bears study, particularly in the distributed leadership context.…”

“…Assistant principals have also been called upon to share in the principal's leadership responsibilities; the job was created to lighten the workload of the principal (Petrides, Jimes, & Karaglani, 2014). Traditionally, however, assistant principals have usurped more of the management responsibilities as opposed to those pertaining to curriculum and instruction (Cranston et al, 2004;Hausman et al, 2002;Hulpia et al, 2011;Kwan & Walker, 2012;Oleszewski et al, 2012;Petrides et al, 2014). In recent years, however, accountability pressures have pushed instructional leadership to the forefront and assistant principals are now being asked to share in instructional leadership with the principal.…”

“…Assistant principals appear in the literature but more often as ancillary players than as legitimate leaders (Cranston et al, 2004;Hausman et al, 2002;Hulpia et al, 2011;Kwan & Walker, 2012;Oleszewski et al, 2012). Hulpia, Devos, and Van Keer (2011) examined the influence of distributed leadership on teachers' organizational commitment.…”

“…In spite of its importance, it was also the area where assistant principals spent the least amount of time. Assistant principals rarely had time to participate in instructional leadership and those that did were often specifically tasked with instructional leadership and relieved of duties unrelated to this niche (Oleszewski et al, 2012). Kwan (2009) classified the role of the assistant principal into seven dimensions and organized them based on perceived degree of importance and extent of engagement.…”

“…This lack of role clarity was exacerbated by an expansive scope of responsibilities that ranged anywhere from seven to thirty three different duties. Oleszewski et al (2012) separated the duties into three categories, student management, personnel management, and instructional leadership. Student management included student discipline and remained number one of the ten most common responsibilities for assistant principals throughout the 30 year span.…”