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This study investigates why teachers, identified by their school principal as being leaders or having leadership potential, chose not to become school principals. At a time in which the literature is reporting a shortage of qualified applicants for school administrative positions the identified reasons most cited by teacher leaders include testing/accountability pressures too great, job generally too stressful, too much time required, and societal problems make it difficult to focus on instruction. The key factors for teacher leaders choosing not to pursue a career in school administration are categorized as stress and time demands are too great. (Contains 5 tables.)

This phenomenological study of school consolidation is an investigation of how education policy that dictates the reorganization of schools and districts impacts educational choices, learning environments, and school culture. Although quality studies of optimal school size for promoting student achievement and cutting costs have emerged in the consolidation literature, few rigorous studies exist that investigate the affective costs and benefits of school consolidation policies. We present the findings from twenty-five interviews in four Arkansas school districts with students, teachers, and administrators who moved as a result of district consolidation, as well as those who were already in receiving schools. In addition to evidence verifying and throwing into doubt arguments in the existing literature both supporting and opposing consolidation, we report evidence of three new themes: 1) those moving schools and in receiving schools have different experiences, with those moving much more affected; 2) adults and children are affected differently, with children much more adaptable; and 3) some promising consolidation strategies to mitigate the problems of consolidation have begun to emerge. (Contains 2 tables.)