To Be or Not to Be: Issues Influencing Educators' Decisions to Enter the Principalship

Autor/in	Bass, Trampas S.
Titel	To Be or Not to Be: Issues Influencing Educators' Decisions to Enter the Principalship
Quelle	In: AASA Journal of Scholarship & Practice, 2 (2006) 4, S.19-30 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Credentials; Principals; Career Choice; Decision Making; Administrator Education; Administrator Effectiveness; Stress Variables; Administrator Qualifications; Salaries; Job Satisfaction; Administrator Attitudes; Motivation; Surveys; Questionnaires + Suchen Sie Ihr Suchwort? Studienbuch; Principal; Schulleiter; Decision-making; Entscheidungsfindung; Entlohnung; Gehalt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; psychologische; Motivation (psychologisch); Survey; Umfrage; Befragung; Fragebogen
Abstract	The position of the principal has evolved into a complex role burdened with responsibilities. Rising principal resignations and retirement rates, combined with reports of school districts beginning the school year with temporary principals, support the belief of a principal shortage. The underlying assumption in the literature is that performing the job of principal has become unappealing. Although educational publications report principal shortages, a closer examination of the literature reveals that states are actually certifying more than enough administrators to fill principal vacancies. Not only have the number of university and private organizations offering fast-track administration degrees exploded, thereby qualifying more educators to enter principal positions quickly, but several states have eliminated and reduced the requirements for obtaining administrative credentials, thus increasing certified, but not necessarily quality administrators. Many educators, even those possessing administrative certificates, are simply choosing not to enter the principalship due to the lack of compensation, stress, and time requirements of the job. Despite the principalship being perceived as frustrating and exhaustive, most principals find satisfaction in their jobs. The principalship has often been characterized as stimulating, demanding, and rewarding. Because of these attributes, many principals are intrinsically motivated to remain in their jobs. This article reports and discusses the findings of a recent national study that investigated: (a) why educators choose not to enter the principalship; and (b) what factors might motivate educators to enter the principalship. The intent for this study is to add to existing knowledge and literature regarding the most compelling factors that might inhibit or motivate educators to seek the principalship. (Contains 3 tables.) (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10