0.2 Beach, g., & Keiser, k. (october 2011). to be or not to be..  (Page 8/10)

Individuals who take educational administration graduate coursework generally have classroom teaching experience and bring with them skills transferrable to a new role as an assistant principal/principal. However, teachers in the classroom may not have a concrete grasp of all the responsibilities that fall to an assistant principal or principal. The time required to lead a building effectively, its staff, and students is only one factor to be considered while aspiring to be a building level leader. As suggested by Fiore (2009), the hours high school principals work are among the longest in public school administration posts. Moving from the classroom to assuming the role of a building level administrator is challenging, and students require support to move through multiple phases of career changing (Browne-Ferrigno, 2003).

Principals are essential actors in schools and significantly influence whether or not their schools experience academic success (Sanders&Sheldon, 2009). Of note is how external pressures impact the principal’s position. The role of principals in implementing innovations is more often than not a case of being on the receiving end of externally initiated changes (Fullan, 1997). It is difficult to manage the day-to-day challenges and routines in a building when faced with pressure from federal, state, and local mandates.

Of particular note in this study was a career domain item – “less job security as a principal” – which survey participants scored low as influencing the decision not to seek a position as an assistant principal/principal. The No Child Left Behind Act (NCLB) has special meaning to principals in the United States as states and districts are given increased flexibility in how they spend their education dollars in return for setting standards for student achievement and holding educators accountable for results (Cotton, 2003). It would seem that with this environment of accountability, and the current nationwide identification of Persistently Low-Achieving Schools (PLAS), an individual would need to consider this factor with greater interest.

Within the items found in the reputation domain was, “opportunity as a principal to implement creative personal ideas.” Responses suggest this factor affected to positively the decision to seek or not seek a position as a school assistant principal/principal. This would indicate survey participants had the desire to be innovative in the school environment, but the nature of realities in the principal’s position may compromise those efforts. Fullan (1997) proposed that a principal must be willing to let go of control, and be supportive of staff. The principal should be should be present in the building, willing to stand up to district demands, and be positive. In addition, the principal should be a real expert on the accelerated school process, be open-minded, listening to everybody’s opinions, and be sensitive to staff morale. And of paramount importance, the principal must believe every child is capable of success. These are expectations or perceptions of the traits a principal should exhibit, but in the end, the principal has to balance the accountability for test results in an environment that may not be so results driven. Fiore (2009) portrays classical decision-making: recognizing the problem – brainstorming alternatives – evaluating alternatives – making the decision – taking action as a strategy that elicits input from others and may be viewed as creative. In setting a school’s purpose and goals, the principal frames and conveys a vision for his or her school that affects staff expectations, influences teacher selection and motivation, and increases the likelihood of staff consensus regarding the school’s mission (Sanders&Sheldon, 2009).