An Exploratory Case Study of an Assistant Principal’s Roles and Responsibilities That Helped Turn Around a Priority School

Abstract

Assistant principals serve important leadership roles within schools and are often positioned to support school improvement efforts associated with accountability and instructional leadership responsibilities; however, limited peer-reviewed research has examined the roles and responsibilities of assistant principals within turnaround school contexts. The purpose of this exploratory case study was to explore the roles and responsibilities of an assistant principal during the turnaround of a previously designated priority high school in central Alabama. The study was guided by the following central research question: What are the roles and responsibilities of the assistant principal in helping turn around a priority school? The Alabama School Turnaround Principles served as the conceptual framework guiding the study. A qualitative exploratory case study design was utilized to examine participant perceptions regarding the assistant principal’s leadership roles and responsibilities during the turnaround process. Participants included one principal, one assistant principal, and four teachers who experienced the turnaround process at the study site. Data were collected through semi-structured interviews conducted via Zoom and review of archival documents obtained from the Alabama State Department of Education, including school report cards and Alabama Priority School Lists. Data were analyzed using a thematic analysis process guided by the Alabama School Turnaround Principles. Findings indicated that participants perceived the assistant principal as serving a multifaceted leadership role during the turnaround process through instructional leadership, coordination of assessment preparation activities, facilitation of data-informed instructional decision-making, reinforcement of instructional expectations, support of positive school climate and culture, and communication with teachers and students regarding accountability expectations and student performance goals. Findings also suggested that the assistant principal contributed to teacher collaboration, instructional consistency, and organizational support associated with school improvement efforts during the turnaround process. This study contributes to the limited body of research examining assistant principals’ roles and responsibilities within turnaround school contexts and provides insight into how assistant principals may support school improvement efforts in priority schools.