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A MIXED-METHODS STUDY ON THE PERCEIVED ROLE OF NOVICE ASSISTANT PRINCIPALS AND THE ESSENCE OF THEIR LIVED EXPERIENCE

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Date Issued:
2016
Abstract:
The purpose of this study was to identify how personal and professional job-related factors influence assistant principals’ perceptions of their role and to uncover the essence of the shared experiences of novice assistant principals. A sequential explanatory mixed-methods design was used to examine elements of school-based functions that affect the perceived role of assistant principals and the common lived experiences of novice assistant principals. In phase one of the study, 70 assistant principals from a southwest Florida school district participated in an online survey with items that related to seven themes that emerged from the literature: school accountability and initiatives, teacher and student performance, relationships with stakeholders, managerial functions, organizational socialization, mentorship, and feelings experienced. The major findings of phase one of the study indicated that assistant principals felt competent and confident performing their leadership duties. They gained support and guidance from others in the organization who provided mentorship. The findings also revealed assistant principals frequently experienced frustration and anxiety. The particular aspects that influence novice assistant principals' perceptions of their role were further examined in phase two of the study. Phenomenological inquiry was used to refine and clarify the data gathered through the survey in phase one. In-depth interviews with eight novice assistant principals provided rich descriptions of the phenomenon. Three themes emerged from participants’ conversations: prior leadership preparation and experience is critical for successful transition into the role of assistant principal; mentorship and support increase assistant principals’ sense of self-efficacy; and novice assistant principals typically experience varying degrees of competence, confidence, isolation, and anxiety. The findings provide insight into the functions that influence novice assistant principals’ perceptions of their abilities and the support and mentorship needed as they transition into their role. Keywords: novice assistant principal, academic coach, mentor, protégé, mentorship program, organizational socialization, interpretive conversation
Title: A MIXED-METHODS STUDY ON THE PERCEIVED ROLE OF NOVICE ASSISTANT PRINCIPALS AND THE ESSENCE OF THEIR LIVED EXPERIENCE.
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Name(s): Santacrose, Diane
Type of Resource: text
Issuance: single unit
Date Issued: 2016
Physical Form: Dissertation
Extent: 153 pgs.
Language(s): English
Abstract: The purpose of this study was to identify how personal and professional job-related factors influence assistant principals’ perceptions of their role and to uncover the essence of the shared experiences of novice assistant principals. A sequential explanatory mixed-methods design was used to examine elements of school-based functions that affect the perceived role of assistant principals and the common lived experiences of novice assistant principals. In phase one of the study, 70 assistant principals from a southwest Florida school district participated in an online survey with items that related to seven themes that emerged from the literature: school accountability and initiatives, teacher and student performance, relationships with stakeholders, managerial functions, organizational socialization, mentorship, and feelings experienced. The major findings of phase one of the study indicated that assistant principals felt competent and confident performing their leadership duties. They gained support and guidance from others in the organization who provided mentorship. The findings also revealed assistant principals frequently experienced frustration and anxiety. The particular aspects that influence novice assistant principals' perceptions of their role were further examined in phase two of the study. Phenomenological inquiry was used to refine and clarify the data gathered through the survey in phase one. In-depth interviews with eight novice assistant principals provided rich descriptions of the phenomenon. Three themes emerged from participants’ conversations: prior leadership preparation and experience is critical for successful transition into the role of assistant principal; mentorship and support increase assistant principals’ sense of self-efficacy; and novice assistant principals typically experience varying degrees of competence, confidence, isolation, and anxiety. The findings provide insight into the functions that influence novice assistant principals’ perceptions of their abilities and the support and mentorship needed as they transition into their role. Keywords: novice assistant principal, academic coach, mentor, protégé, mentorship program, organizational socialization, interpretive conversation
Identifier: Santacrose_fgcu_1743_10207 (IID)
Note(s): Degree Awarded: Doctor of Education
Subject(s): Assistant Principal
Instructional Leadership
Mentorship
School Leadership
Persistent Link to This Record: http://purl.flvc.org/fgcu/fd/Santacrose_fgcu_1743_10207
Use and Reproduction: All rights reserved.
Host Institution: FGCU