Abstract:
Schools of the 21st century face many challenges. One of the greatest will be to
fill the positions of the principals who will retire and leave their positions within the next
ten years. This study examined the beliefs of three educator groups, assistant principals,
principals and district executive staff regarding the importance of specific skill sets
identified through an analysis of evaluation tools used for administrators in the state of
Virginia. These groups provided importance ratings on the skills both for beginning
assistant principals and for more experienced assistant principals preparing to become the
potential principals of the future. In addition, beginning assistant principals provided
information on their pre-training in the specific skills presented.
A mixed method analysis was completed combining the results of a quantitative
analysis of survey results with qualitative analysis of interview results to look at the
differences in belief systems of the three groups over the two time periods. Assistant
principals had higher expectations for themselves in all of the presented skill sets as they
started their careers. There were statistical and practical differences between their scores
and the scores of principals in most areas reviewed. District executive staff generally
rated the skills higher than the principals and lower than the assistant principals for first
year skills. All three groups demonstrated increased expectations over time with practical
and statistical significance present only in budgeting and resource management for more
experienced assistant principals.
Assistant principals reported receiving instruction through their university
preparation programs in the specific skill sets presented 27% to 100% of the time.
These findings provide useful information for helping principals and district executive
staff provide supports to beginning assistant principals as well as professional growth
opportunities. University programs may also find the results helpful in developing pre-training
curriculum which addresses the skills needed for success as school
administrators.
