New Assistant Principals' Metaphors of Their Relationships with Their Principals at the Stage of Entering the Role

Autor/inn/en	Cohen, Rinat; Schechter, Chen
Titel	New Assistant Principals' Metaphors of Their Relationships with Their Principals at the Stage of Entering the Role
Quelle	In: Planning and Changing, 49 (2019) 1-2, S.62-80 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Assistant Principals; Interprofessional Relationship; Socialization; Novices; Figurative Language; Friendship; Family Relationship; Administrator Attitudes; Mentors; Foreign Countries; Power Structure; Leadership Role; Elementary Schools; Junior High Schools; Israel + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Socialisation; Sozialisation; Freundschaft; Ausland; Elementary school; Grundschule; Volksschule; Sekundarstufe I
Abstract	The professional literature views school principals as major socializing agents for assistant principals (AP) due to their ability to determine the AP's responsibilities, assess performance, and influence the AP's willingness to advance to higher management roles. The effect of the relationship between the two on the AP's functioning is even stronger during the AP's entry phase into the role. This research explored the metaphors used by new APs to describe their relationships with their principals in the process of entering their new role. After conducting 18 semi-structured, in-depth interviews with APs at different stages of entry into their role, findings were analyzed qualitatively, generating themes in an inductive process, grounded in the various metaphors articulated by participants. Research findings show that the new APs described their relations with their principals via metaphors related to family, social, educational, and military life. The metaphors presented four main types of relations: (a) egalitarian relations-coupledom or friendship; (b) close but non-egalitarian family relations; (c) challenging and complex family relations; and (d) relations as in educational or military contexts. This study may expand the presently-scant knowledge on the various patterns of relationships between principals and APs from the latter's point of view. Exploring APs metaphors during entering their role may help to improve both mentoring processes and practical training for principals and APs alike. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01