Aspiring principals' perception of the challenges of beginning principals and the support that they need

2015 ◽  
Vol 35 (3) ◽  
pp. 366-376 ◽  
Author(s):  
Pak Tee Ng
Keyword(s):  
Beginning Principals ◽  
Aspiring Principals

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

2020 ◽  
Vol 11 (01) ◽  
pp. 20427-20437
Author(s):  
Caroline Aggrey-Fynn
Keyword(s):  
College Of Education ◽  
Leadership Transition ◽  
Beginning Principals ◽  
Colleges Of Education ◽  
New Principals ◽  
New Beginning ◽  
Content Analysis Method ◽  
Aspiring Principals ◽  
Education In Ghana ◽  
Phenomenological Research Design

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.

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

Triggering Change: An Investigation of the Logics of Turnaround Leadership

2017 ◽  
Vol 51 (2) ◽  
pp. 222-246 ◽  
Author(s):  
Sarah L. Woulfin ◽  
Jennie Weiner
Keyword(s):  
United States ◽  
School Improvement ◽  
Phenomenological Study ◽  
Qualitative Interview ◽  
The United States ◽  
Building Capacity ◽  
Turnaround Leadership ◽  
Whole School ◽  
Aspiring Principals ◽  
Northeastern State

Principals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain how educators invoked and enacted four logics of turnaround leadership. We found that, in addition to engaging with the previously identified logics of instructional, managerial, and social justice leadership, participants invoked a new logic that we name “triggering change.” This logic focused squarely on building capacity via positive relationships and shaping culture as mechanisms for whole school improvement. By depicting aspiring principals’ conceptions and negotiations of these four logics, we contribute to the literature on turnaround policy and leadership with implications for turnaround leader development.

Potential Problems (and Solutions) of Mentoring in the Preparation of School Administrators

1992 ◽  
Vol 2 (3) ◽  
pp. 310-319 ◽  
Author(s):  
Ivan D. Muse ◽  
Gloria Jean Thomas ◽  
F. Del Wasden
Keyword(s):  
School Administrators ◽  
Administrator Preparation ◽  
Preparation Programs ◽  
Mentoring Relationship ◽  
Problems And Solutions ◽  
Aspiring Principals ◽  
Administrator Preparation Programs ◽  
The University ◽  
University Training

In a few university administrator preparation programs, experienced principals are being used effectively as mentors to aspiring principals. The mentoring relationship has been found to be more positive and beneficial if the practicum experience is long term and the mentor is seen as an important member of the university training effort. Under the best of circumstances problems may occur that affect the value of mentoring. The article discusses twelve common pitfalls of mentoring and provides suggestions for their resolution.

Mentoring Programs for Aspiring Principals: Getting a Solid Start

1994 ◽  
Vol 78 (558) ◽  
pp. 72-77 ◽  
Author(s):  
Allan Walker ◽  
Kenneth Stott
Keyword(s):  
Mentoring Programs ◽  
Aspiring Principals
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