The vice-principalship : preparation for leadership
| dc.contributor.author | Hawkins, Robert W. | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Townsend, David | |
| dc.date.accessioned | 2010-03-17T21:26:27Z | |
| dc.date.available | 2010-03-17T21:26:27Z | |
| dc.date.issued | 2000 | |
| dc.description | vi, 37 leaves ; 29 cm. -- | en |
| dc.description.abstract | The main focus of this study was a survey of elementary, junior high and high school principals from the Calgary Board of Education, to gather their perceptions about their experiences as assistant principals and the value of those experiences as training for a principalship. A questionnaire was developed for principals, based primarily on the literature review and field-tested with a small group of principals. Some of the principals in the research sample were fairly new to the position, while others had held a principal's position for up to twenty-five years. Most of the participants had completed a Master's Degree or a Doctorate Degree. Ten information-gathering questions directed the data collection process. The findings of the survey revealed that all principals suggested that the assistant principal position provided necessary discipline and training which could be transferred to the principalship. All participants indicated a definite role change has been occurring in recent years. As society's expectations of the school system increase, more responsibilities are placed on all administrative positions. Accordingly, there is a greater overlap of duties in administrative positions. In effect, the principals felt the assistant principal position was becoming more important. Assistant principals are becoming more involved with the day to day running of the school and other leadership and managerial tasks. This finding revealed that the respondents did not agree with most of the literature, which indicated that the assistant principalship was usually not seen as a preparatory position for the role of principal. The responses from principals suggested that the wider the range of experiences an assistant principal can obtain, the greater the benefit to their development as a principal. They suggested that assistant principals, aspiring to be come principals, should ensure that they find a mentor to work with them and guide them through the development of their leadership skills. Even though the literature suggests that training programs for assistant principals have a tendency to develop "like thinkers," all of the respondents indicated that they favoured an extensive training program for assistant principals. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/896 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Elementary school principals -- Alberta -- Calgary | en |
| dc.subject | Junior high school principals -- Alberta -- Calgary | en |
| dc.subject | High school principals -- Alberta -- Calgary | en |
| dc.subject | School principals -- Alberta -- Calgary | en |
| dc.title | The vice-principalship : preparation for leadership | en |
| dc.type | Thesis | en |