New Principals' School Culture Awareness and School Change

An influx of new principals having improved base-entry qualifications has raised some concerns about principal-school ‘fit' in Trinidad and Tobago. This chapter encompasses findings on three new principals' professional judgment in relation to their leadership and its impact on their schools, focusing on their school culture awareness. A multi-method case study approach is adopted. Findings suggest that the new principals' school culture awareness is indirectly associated with school change, having informed both what they attended to (their improvement foci) and how they did that (leadership practice and strategies).

Managing Transitions: Coping Strategies for New Principals in Colleges of Education, Ghana

Principals’ transition in Colleges of Education in Ghana is critical to quality teacher education and training, but it comes with complexities and challenges to newly appointed principals. However, there is a seeming absence of research on strategies for smooth transitions in Colleges of Education in Ghana. This study was therefore conducted to establish strategies that promoted the College of Education principals’ transition management in Ghana. Phenomenological research design was used for the study. Ten (10) newly appointed principals of public colleges of education were purposively sampled for the study. Interview protocol was the research instrument used. The data collected was analyzed using content analysis method. The study established that capacity building, relationship building, appropriate leadership style and maintenance of discipline were key among the coping strategies for smooth transitions. This study then provides a guide for new principals. It was recommended that this area should be further explored and a model for managing transition designed to support College of Education principals’ in transition.

Challenges New Principals Experience During Transition in Colleges of Education, Ghana

Leadership transition is a critical period in any leader’s tenure. In Colleges of Education in Ghana, the principal’s transition is critical to quality teacher education and training. However, it comes with challenges and complexities. This study therefore investigated to establish challenges new college of education principals encounter during transitions. Phenomenological research design was used for the study and purposive sampling was used to sample the respondents. Ten (10) newly appointed principals of public colleges of education were used for the study. The research instrument was interview protocol. The data collected was analyzed using thematic content analysis method. The study found mainly three categories of challenges in the principals’ transition. The challenges comprised personal, inter-personal and administrative challenges. Also, the findings confirmed that new/beginning principals worldwide encounter similar challenges as they transition. The study therefore, recommended that new and aspiring principals should explore the various transition challenges and plan their way out so that they succeed.

Rural Superintendents' Perceptions of Principal Preparation

As national and state expectations for school leadership comptencies increase, new principals face an ever expanding role. Yet, scant attention is paid to the unique contextual needs of the varied school settings in which principals find themselves. This study surveyed rural superintendents of small districts (1-300 students) and mid-sized rural districts (301-600 students) to discover their perceptions of the developmental needs their principals display. Seven areas of need were identified by the respondents, of which three pertained uniquely to the rural principalship. The three areas were: understanding the K-12 school structure, preparing for the isolation of rural life, and knowing how to provide instructional leadership in an environment of scares resources (human and material). The superintendents were also asked their perceptions of the effectiveness of various principal training program delivery models. Discusses the cohort program, online-training and state approved alternative certifiction.

Factors That Influence New Principal’s Transition Actions and Decisions in Colleges of Education, Ghana

This study was to investigate the factors that influence new college of education principals during transition. The study employed descriptive research design and data was collected from ten respondents from public colleges in Ghana. The findings showed that actions and decisions of the principals during their transitions were influenced by four categories of factors which were: internal factors, internal individuals, external factors and external individuals. However, the actions and decisions were influenced more by internal and external factors and individuals rather than the principals’ personal beliefs and philosophies. Practically, the findings of the study opens up the decision influencing factors in transition and serves as a guide for college leaders and other school leaders in transition. The study recommended that new principals should pay attention to internal and external factors and individuals as they set transition goals, priorities and actions to help align interests and reduce resistance to any change situation that may result from the transition.

The arrival of a new principal and the school staff

Purpose The purpose of this paper is to explore teachers’ responses to the arrival of new principals (NPs) into their school. More specifically, the paper poses three questions: How do teachers perceive the arrival of an NP into their school? How do teachers cope with the arrival of an NP? What are the factors affecting teachers’ responses towards the arrival of an NP? Design/methodology/approach Semi-structured interviews were conducted with 14 Israeli teachers who experienced the arrival of an NP into their school during the last three years. Findings The perceived image of the former principal in the teachers’ lounge and the manner in which s/he left principalship seem to greatly influence teachers’ responses towards the NP. Likewise, the first personal conversations of the NP with the teachers are highly influential on their responses to his/her arrival into their school. Originality/value The paper sheds light on the critical role of emotions towards the former principal in the induction stages of NPs.

Challenges of Being a Chinese Principal: Practitioner Perspectives

This qualitative study examined how public-school principals spent their professional day, the challenges they faced, and their advice to new principals regarding how to respond to the challenges they identified. The themes that emerged from the data underscored the demands of high-stakes test preparation that the participants felt undermined education quality and stifled student creativity. The relationships across themes that emerged identified being a good teacher and life-long learner as essential to instructional supervision and maintaining one’s focus on raising the quality of student’s educational experiences. Demonstrating a good moral character was even more critical, however, to maintaining one’s priorities and serving as a role model for teachers and students.

Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work

Purpose: School principals’ commitment and motivation have not been systematically investigated, but concerted research is needed as 25% of principals leave their jobs each year. This article investigates how new school principals make sense of their motivation to challenging work in a high pressure, high turnover field. Understanding principal motivation is important for recruiting and retaining talented educators. How principals understand their motivation may significantly affect their actions, practices, and persistence. Therefore, insight into principals’ motivation is important. Research Methods: Data come from interviews with 35 new principals in Chicago Public Schools. As initial phases of inductive analyses around principal’s career narratives were completed, this grounded theory inquiry focused on how principals use discourses of calling to make sense of their motivation. Data were analyzed through three iterations of coding: open, focused, and closed. Findings: School principals used themes of calling to make sense of their motivation in challenging contexts. Specifically, they described their destiny to work in education, duty to serve students, and fulfillment in work. Calling narratives explain past action and elevate the importance of the work, likely fueling continued motivation. Implications: This work adds a narrative component to research on principals’ motivation and transition, focusing on principals’ efforts to manage challenges. The results provide novel empirical data on principals’ sense-making, efforts to manage multiplying work demands, and on how professionals use calling to make sense of and bolster work motivation. Future work should determine whether calling narratives predict retention among principals.