ERIC Number: ED316939
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Helping Beginning Principals Succeed.
OSSC Report, v30 n2 p1-8 Win 1990
A doctoral research study was conducted on the job-specific information and assistance needs of beginning principals and the types of induction strategies that helped or hindered their first year in the principalship. Study subjects consisted of all individuals appointed to their first principal position in Washington or Oregon public school districts during the 1988-89 school year. The study used (1) the responses of 50 elementary, 21 middle, and 24 high school beginning principals who returned a self-administered questionnaire and (2) the induction experiences of 20 responding principals participating in indepth interviews. Beginning principals reported a need for assistance and information on 44 of the 50 administrative tasks listed in the survey. Beginning elementary principals needed help with school finance and business management, organization and structure, instruction and curriculum development, and personnel. Middle and high school principals needed help with school-community relations and instruction and curriculum development. Induction practices hindering school leadership transitions included "sink or swim" approaches, unanticipated challenges and inherited changes, and inadequate performance feedback. Successful strategies included planned orientations to the district and the school, assignment of a veteran "buddy," performance feedback, and peer-group idea sharing. Eight recommendations are provided. (19 references) (MLH)
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Authoring Institution: Oregon School Study Council, Eugene.
Identifiers - Location: Oregon; Washington