MOTIVATION AND PREPARATION OF TEACHERS WHO BECOME ASSISTANT PRINCIPALS

Abstract

Despite the fact that most school administrators were classroom teachers at some point in their educational career, there is little to no literature on the transition from classroom teachers to new assistant principals. What are their motivations for leaving the classroom and becoming an assistant principal? What are the perceptions of the assistant principal role? And how do these people plan and prepare for their new administrative position? The purpose of this study was to better understand the preparation and transition experience of those who became assistant principals, and aimed to add knowledge to the limited work on assistant principals. A survey of assistant principals who were within their first five years in the position was used. Each participant was asked questions based on specific points in time during their career (e.g. think back to when…) as well as open-ended questions where they could respond with more information. The study showed key aspects of the typical person who is in the transition process (e.g., earns/holds a Master’s degree in Educational Administration, is motivated to help teachers grow and influence others, realizes the internship is most valuable to building relationships with the mentor and a collegial network, and takes on a positive learning attitude to overcome personal and professional challenges). The typical person realized the most important roles and responsibilities are to ensure and maintain a safe and secure environment for all students, student discipline, and the professional development of teachers. The person also realized a variety of roles and responsibilities that are unique to the assistant principal position based on school and district needs or principal preference. Finally, the person understood the biggest challenges in the position involve remaining calm in student discipline and Special Education (SPED) situations, balancing work and family time, and disagreement with administrators and teachers when the actions negatively impact students. Ultimately, this is a person who initiated a move from teaching in the classroom to leading in the front office as an assistant principal in a new administrative role.