The role of the principal has progressed from manager and authoritarian to educational leader. Principals are expected to assume principal duties and function at an exceptional level, creating change and elevating student achievement, regardless of their experience. The review of the literature reveals that a principal needs to be skilled in organizational leadership and to produce high-performing students while facing numerous obstacles such as funding cuts and shortages of qualified staff. They are expected to communicate effectively and maintain trust and confidence of faculty, staff, parents, students, and district administrators.
The purpose of this study was to describe new elementary school principal support as perceived by experienced elementary school principals of the Baldwin Park Unified School District in order to recommend a plan of support for future new elementary school principals in the Baldwin Park Unified School District. This study was qualitative in approach. Nine experienced principals were interviewed and asked the following research questions: (a) What is your perception of the support you received, intended to assist you lead your school, during your first 2 years as a principal? (b) What actions, strategies, guidance, and coaching effectively assisted you during your first 2 years as a principal? (c) What actions, strategies, guidance, and coaching hindered you during your first 2 years as a principal? (d) What additional support do you perceive would have assisted you to be more effective during your first 2 years as a principal? (e) What recommendations do you have to increase support for future new principals in the Baldwin Park Unified School District?
The study results revealed that experienced elementary principals recommended that all new principals be assigned a support provider (mentor) for their first 2 years as a site principal. They also recommended that the relationship be non-threatening, trusting, and confidential. The study concluded that the principal’s leadership has a great impact on a student’s achievement and success. It is the responsibility of the district to take a proactive role in meeting new principals’ needs and supporting them through their initial 2 years as a principal.
|Advisor:||Parks, Susan C.|
|Commitee:||Lew, Carol, Purrington, Linda K.|
|School Location:||United States -- California|
|Source:||DAI-A 72/12, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Baldwin Park Unified School District, California, Coaching, Mentor, New principal, New principal support|
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