The Job Realities of Beginning and Experienced Assistant Principals

This study examined the perceptions of a cross section of new and experienced assistant principals regarding the realities of their jobs. Findings indicated that their challenges pertain to workload and task management, conflicts with adults and students, and curriculum and instruction issues. Novic...

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Bibliographic Details
Published inLeadership and policy in schools Vol. 11; no. 1; pp. 92 - 128
Main Authors Barnett, Bruce G., Shoho, Alan R., Oleszewski, Ashley M.
Format Journal Article
LanguageEnglish
Published Philadelphia Taylor & Francis Group 01.01.2012
Taylor & Francis, Ltd
Taylor & Francis Ltd
Subjects
Administrator Characteristics
Administrator Education
Administrator Qualifications
Administrator Responsibility
Assistant Principals
Careers
Comparative Analysis
Conflict
Discipline
Educational leadership
Experience
Faculty Workload
Instructional Leadership
Interpersonal Relationship
Interviews
Leadership Training
Novices
Perceptions
Professional Development
Qualitative Research
School principals
Texas
Texas
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Summary:This study examined the perceptions of a cross section of new and experienced assistant principals regarding the realities of their jobs. Findings indicated that their challenges pertain to workload and task management, conflicts with adults and students, and curriculum and instruction issues. Novice and experienced assistant principals' responses were similar, suggesting that their duties did not change substantially the longer they were on the job. Implications are raised for how leadership preparation and professional development programs can prepare aspiring and practicing assistant principals to become more competent in dealing with these persistent job realities.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2011.611924