The purpose of this study was to investigate the current perceptions of high school principals regarding their perceived roles, professional development experiences that impacted their careers, and the challenges and frustrations they face when enacting their roles as high school leaders.
This qualitative study investigated perceptions of high school principals and addressed three research questions: (1) What are the perceptions of high school principals regarding their role as school leaders? (2) What professional development experiences do high school principals report are most important in impacting their careers? (3) What do high school principals perceive are their greatest challenges and frustrations?
Three in-depth qualitative interviews were conducted with each of eight high school principals. The results were based on analysis by the researcher and the two expert panels. The high school principals perceived that they had a tremendous number of roles and responsibilities within their positions.
The roles and responsibilities that were identified with the greatest importance were: providing a safe learning environment, ensuring quality teachers and quality instruction, high accountability expectations for all and mandates, and leadership within the school and system. Professional development opportunities and personalized support systems were perceived to be vital to the success of the high school principal.
Principals in the study reported that both formal and informal professional development experiences were beneficial for their improvement as school leaders. The principals perceived that when they created relationships with mentors and established strong networks, they improved the likelihood of sustained support and success.
High school principals perceived the greatest challenges were management of time, balancing leadership and management of the school, and navigating the legislative mandates and accountability requirements.
High school principals perceived the greatest frustrations were issues related to time and legislative mandates dictated to them by the local, state, and federal systems. They faced constant pressures that could be directly tied to student achievement and accountability measures. High school principals need to be prepared to assume various roles. Further research may determine if roles and challenges identified by the eight participants mirror other states’ results.
|Advisor:||James, Waynne B.|
|Commitee:||Dedrick, Robert F., Locander, William B., Young, William H.|
|School:||University of South Florida|
|Department:||Psychological and Social Foundations|
|School Location:||United States -- Florida|
|Source:||DAI-A 72/02, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Administration, Complexity, Mentoring, Principalship, School leadership|
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