The Principalship through the eyes of Former Assistant Principals

Abstract

The assistant principalship is meant to be a steppingstone for aspiring principals. The experience in the assistant principalship should prepare them to be effective principals. However, there is little to no research from sitting principals to assert this claim. The purpose of this study was to examine the assistant principalship through the perspective of sitting principals. The study is a multiple cross-case analysis of four former assistant principals that are within their first three years of the principalship. The central question for this study was “what is their perception of their preparation through their former positions as assistant principals? “ I examined each case study using Clandenin and Connelly’s (2000) three dimensions of narrative inquiry – continuity, interaction, and situation. According to the researchers, the lived experience of each participant will reveal significant events to the participants. Each of these events shape how the participants perceive their daily lives and their experiences. The results from the study revealed that each sitting principal was prepared for the principalship through their experience in the assistant principalship. Some of the main themes revealed importance of mentoring, experiential learning, relationships, and students. The findings of this study are significant to further principal preparation with implications for sitting principals and current assistant principals.