Aspiring and Practising Principals′ Perceptions of Critical Skills for Beginning Leaders
| DOI | https://doi.org/10.1108/09578239410063102 |
| Pages | 35-45 |
| Date | 01 September 1994 |
| Published date | 01 September 1994 |
| Author | John C. Daresh,Marsha A. Playko |
| Subject Matter | Education |
Perceptions of
Critical Skills for
New Leaders
35
Aspiring and Practising
Principals’ Perceptions of
Critical Skills for Beginning
Leaders
John C. Daresh
University of Northern Colorado, Greeley, Colorado, USA, and
Marsha A. Playko
Hazelwood Elementary School, Newark, Ohio, USA
Analyses of the school principalship in the USA make it clear that, for a variety
of reasons, the next decade will see the need for many individuals to move
towards positions in this key educational role. It is likely the next few years will
see the arrival of a large number of new individuals who will be assuming their
first principalships as many current principals across the USA begin to leave
their positions[1].
While there will be a high turnover rate in the school principalship, with
many individuals coming “on board” for the first time, there are few clues
currently available to guide the development of policies or programmes which
might be directed towards the needs and interests of novice administrators.
Traditionally, scholars have spent little time looking at the issue of how people
become school administrators. Instead, most research has more typically been
directed towards an exploration of what practising school administrators do –
or at least, are supposed to do – on the job[2]. Despite this, there are to be found
in the literature some relatively strong statements which describe issues
associated with ways in which people first move into the world of school
administration.
Related Literature
Researchers are increasingly aware of the importance of identifying problems
faced by newcomers to professional education. Most work to date has looked at
classroom teachers as the primary data source. However, a review of research
on problems faced by beginning administrators indicates that major differences
exist between the roles of classroom teachers and administrators[3], and these
differences have not been fully explored by researchers.
The research-based information available concerning initial socialization to
educational administration makes it clear that any type of support, such as
formalized entry year or induction programmes, would be a welcome addition.
Some recent investigations have been relatively small-scale studies[4,5], and
doctoral research[6,7]. A common finding in these works, and also in broader
Journal of Educational
Administration, Vol. 32 No. 3, 1994,
pp. 35-45. © MCBUniversity Press,
0957-8234
To continue reading
Request your trial