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The purpose of this phenomenological study was to gain a deeper understanding of the lived experiences of individuals who transition into the assistant principal (AP) position for APs in Xander County Public Schools (XCPS). This study aimed to answer: what were the perceptions of individuals as they transitioned to assistant principal? The theory guiding this study was Schlossberg’s transition theory which provided a conceptual framework for creating generalized themes of the participants’ experiences. Studies of building level leadership typically focused on the principal. This study sought to fill the void in the research literature around the assistant principal transition. Schlossberg’s transition theory was used as the conceptual framework for this study in order to align the thematic grouping of ideas to the 4S’s transition model which outlines a person’s ability to cope in the four categories of situation, self, support, and strategies. This qualitative study employed a transcendental phenomenological approach with a sample size of twelve assistant principals from one urban school district located east of the metropolitan city of Atlanta, Georgia. Data were collected through a semi-structured interview, focus group, and annotated picture submission. Qualitative analysis indicated that persons transitioning to the role of assistant principal relied on meaningful past experiences, situational learning, and relationships to cope with their transition phase. Data analysis further indicated that organizational factors such as mentorship and leadership programs all contributed to the persistence of assistant principals in the transition phase.

Research on grit, growth mindset, and servant leadership theories has found that implementing these theories in school settings can positively impact student achievement. However, a study has not been conducted investigating the combined effects of the three theories. The purpose of this study was to examine the predictive linear relationship of grit (criterion variable), growth mindset (predictor variable), and servant leadership (predictor variable) with school administrators. This study used a quantitative prediction design utilizing the self-report measures of the Grit-S Scale, the Growth Mindset Scale, and the SL-7. Thirty-four principals, 25 assistant principals, and nine elementary interns in a school district in Utah participated in the study for a total of 68 participants. Results from a multiple regression analysis suggested a statistically significant predictive relationship between the variables. Future research recommendations included replicating this study with participants from multiple school districts, using the longer versions of the instruments, and investigating using the mixed-method design with leaders who are self-reported gritty, growth-minded, servant leaders.

Past research has shown a relationship between individuals’ attitudes and their intentions to act. The attitudes of principals and assistant principals can impact the implementation of inclusion in the public school setting. This predictive correlational study used multiple regression to analyze the linear relationship between the opinions about inclusion and the factors of administrative assignment, school level, administrative experience, special education endorsement, gender, percentage of minority students served, percentage of students served identified as economically disadvantaged, and percentage of students served identified with a disability. The sample included 104 elementary and middle school principals and assistant principals representing 26 Virginia school divisions. Administrator opinions were measured by completion of the Opinions Relative to Integration of Students with Disabilities (ORI). Data analysis revealed the percent of the variance is explained by the linear combination of the eight predictor variables was not statistically significant. Examination of the partial correlations for each predictor variable revealed that only the condition of holding a special education endorsement or not made a unique contribution to explaining the score on the ORI. Suggestions for future research include replicate the study in more Virginia divisions or other states, expand the study to include qualitative components, or expand the scope of the study to include other administrative roles, instrumentation, or theoretical constructs.

The purpose of this qualitative case study was to understand assistant principals’ (APs) leadership and perceptions of their roles. The study took place in a suburban school system located in the southeastern United States. The central research question asked, “How do assistant principals lead and perceive their role as APs?” The theory guiding this research was situational leadership theory as it demonstrated how leadership styles must be related to the needs of the constituents. Ambiguity and burnout were examined as factors that can impact APs’ leadership and their perceptions of leadership. The data for this case study were collected through interviews, focus groups, and documents. Data analysis was based upon coding and memoing to ascertain common patterns and themes that emerged during data analysis. The study reflected that a significant gap in AP research exists. The findings indicated that APs are essential leaders within schools. APs’ leadership is based upon the needs of the those whom they lead, and they build relationships to ascertain and support these needs. Additionally, APs benefit from working collaboratively with APs in small groups and with mentors.

While research on the superintendent, principal, or teacher may be prevalent, research on the assistant principal is lacking. This qualitative study based on phenomenological research was focused on determining overall job satisfaction of high school assistant principals in Ohio as well as the factor that role ambiguity, role conflict, and/or facet satisfaction play on the overall job satisfaction. The study was conducted using semi-structured interviews with 12 high school assistant principals in Ohio, both male and female with 0-5 or 6 or more years of experience in a rural, suburban, or urban school district. Data were initially analyzed and coded by hand. Further coding was accomplished by using MAXQDA, a computer-assisted qualitative analysis software. Findings followed the theoretical framework used for the study, Lawler’s (1994) Theory of Facet Satisfaction. This framework, and the study, showed that assistant principals often have different actual job responsibilities than those they assumed they would have or those they identified as ideal. Most assistant principals in the study experienced instances of role ambiguity and role conflict. The majority of the assistant principals had a high rating of job satisfaction regardless of the differences in job responsibilities or instances of ambiguity and conflict. Recommendations were given based on the findings of this study for both high and low job satisfaction.

Women continue to be in the minority in school administration in public schools in the United States, although the majority of teachers are female. The role of assistant principal is the gateway to school administration. The purpose of this study was to describe the essence of the transition from teaching to school administration, the role of a female assistant principal, and the career aspirations of female assistant principals. This study used a phenomenological approach to understand the essence of the transition for the participants. Six women were interviewed using a semi-structured interview protocol to collect data on their experiences transitioning to the role of assistant principal. Using the process of horizonalization, the data were transcribed and analyzed using statements and quotes from the interviews to develop themes common to all participants. Findings revealed that these women continually seek to better themselves, others, and their organizations. They experienced a significant sense of loss as they transitioned to their new role. Lastly, the supports needed by women as they continue in their career as school administrators were uncovered.

For nearly a decade, researchers have tried to answer the question, “Does a principal shortage exist?” The question is not whether a principal shortage exists, but what factors are causing the shortage? Traditionally, the assistant principalship has been the stepping-stone to the principalship. With the principalship continuously evolving into a myriad of expectations, there is a growing body of research that includes suggestions that assistant principals are deciding not to enter the principalship. The purpose of this quantitative research study was to identify personal and institutional factors affecting career advancement decisions of assistant principals in the state of Georgia. Using a career advancement decision survey created by Dr. Charles Jeffords, the researcher solicited responses from 978 assistant principals from all parts of the state of Georgia. Three hundred six respondents completed the survey online using Survey Money, yielding a (31.3%) response rate. The researcher sought to answer the two research questions. First, are current Georgia school assistant principals choosing not to seek positions of greater responsibility because of personal or systemic reasons? Second, what factors govern the career advancement decisions of Georgia assistant principals? The findings revealed the majority of the assistant principals in this study felt that the nature of administrative work making it an unattractive career choice is either a somewhat important factor or an important factor (66%). Furthermore, lack of opportunities (75%), a lack of training (68%), and a lack of visibility (72%) were additional factors that govern the career advancement decisions of Georgia assistant principals.

To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job responsibilities, how they develop their instructional leadership and obtain opportunities to function in instructional leadership roles. This research found several main themes. They include that the theoretical model for Hallinger's Principals Instructional Management Rating Scale did not work in regards to assistant principals, they were found to serve not in the role of leader, but more in the role of facilitator and relationship builders, the role of the assistant principal has not evolved over the past century, they are constrained by the political dynamics of their school structure which leaves them as marginalized leaders, they lack opportunities to grow as instructional leaders due to opportunities for professional development and the ambiguity of their role, and female assistant principals may not take the opportunity to serve as a leader since this may not be perceived natural due to their gender association.