Date of Award
Executive Ed.D. in Education Leadership Management and Policy
Education Leadership, Management and Policy
Anthony Colella, Ph.D.
Barbara Strobert, Ed.D.
principal, aspiring, accountability, shortage, demands, certification
While No Child Left Behind and Race to the Top inaugurated new movements in education, it has been reported that school districts are finding it increasingly difficult to recruit qualified new principals. Reports indicate there is an abundance of certified individuals able to assume this position. However, the principalship has evolved into a position that is associated with additional responsibilities and new accountability mandates.
The purpose of this study is to explore the reasons why teachers who hold administrative certifications are not pursuing the principalship. During this new era of educational accountability, it is important to understand why teachers pursued their administrative certifications, but chose not to pursue a career as principal. In today’s educational climate and current changes in our country’s educational system, it is imperative to understand why these groups of teachers are not pursuing administrative positions as there is an impending shortage of principals.
The research design utilized in this study was a qualitative multiple case study. Essential, descriptive data was gathered through the interview process from secondary teachers with administrative certification in grades 7-12. This study investigated key variables of how insufficient compensation, increased time demands, and new pressures associated with an increase in principal accountability have impacted teachers’ perceptions of the principalship. This study is beneficial to all levels of leadership to better understand how to assist in the recruitment, training, and retention of qualified leaders into administrative positions, such as the principal.
Carne, Jennifer, "A Qualitative Investigation: Why Teachers are Not Aspiring to the Principalship" (2013). Seton Hall University Dissertations and Theses (ETDs). 2005.