Learning the Ropes -- The Transition from a Teacher to an Administrator

Autor/in	Kwan, Paula
Titel	Learning the Ropes -- The Transition from a Teacher to an Administrator
Quelle	In: School Leadership & Management, 39 (2019) 5, S.394-414 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2018.1483912
Schlagwörter	Assistant Principals; Beginning Principals; Socialization; Foreign Countries; Vocational Adjustment; Feedback (Response); Peer Relationship; Supervisor Supervisee Relationship; Elementary Secondary Education; Hong Kong + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Socialisation; Sozialisation; Ausland; Personalanpassung; Peer-Beziehungen; Hongkong
Abstract	New vice-principals (VPs) inevitably experience high levels of uncertainty when assuming the position, and undergo a process of socialisation, involving engaging with both professional and relational sources of support in schools, to adjust to their changing role. Drawing on socialisation theories, this exploratory study proposes that novice VPs would rely on the school's structural feedback mechanism, peer affirmation and principal's sponsorship in their adaptation process; the first of these is professionally oriented whereas the remaining two are relationally oriented. The study further argues that VPs would experience varying degrees of dependence on these factors corresponding to the stage of their development in the socialisation process. Findings of the study, informed by a Hong Kong data set covering VPs in their first, second, and third years of tenure respectively, support these propositions. Peer affirmation appears to be a continuous source of support to VPs in all tenure groups and it stands at odds with principal's sponsorship. The effects of the structural feedback mechanism and principal's sponsorship on VP's transition are only evident in the 2-year group, with the former being positive and the latter negative. Implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01