Assistant principals are critical to any school's success. This position is a complex one, with myriad responsibilities. The little research that exists on this position mainly details the daily routine, demonstrating that many assistant principals are not prepared for the overwhelming range of tasks that they have to complete. This study examined the professional development of high school assistant principals and how that professional development affects their job performance as well as their professional development needs.
A Web-based survey was completed by 75 assistant principals working in comprehensive high schools in Orange County, California. Responses were analyzed using frequencies, percentages, and, when appropriate, chi-square and Cramer's V analyses. The demographic data showed a higher percentage of men than women in this position. This gender difference contributed to the only significant finding of this study, that male assistant principals were more likely than female assistant principals to think that they needed professional development regarding English Language Learners. Overall, the results indicated that assistant principals have experienced a variety of professional development training. Mentor relationships were found to have the greatest relevancy, produce the greatest degree of immediate and sustained change, and to be the most helpful to the assistant principal. Differing from current research that states that assistant principals need training on instructional leadership and student discipline, this study found that these administrators need more training in budgeting and scheduling.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Continuing education|
|Keywords:||Assistant principals, Mentor relationships, Mentoring, Professional development, Quantitative|
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