ERIC Number: ED320281
Record Type: RIE
Publication Date: 1990-Feb
Reference Count: N/A
The Organizational Socialization of High School Principals: A Description and Analysis.
Hurley, J. Casey
An exploration of the process by which newly hired high school principals learn instructional leadership roles is presented in this paper, which focuses on the effect of faculty and superintendent expectations on principals' leadership behavior. A triangularized methodology includes indepth interviews with new principals, (n=28) from a midwestern state, observation, and document analysis. The findings indicate that both supervisors and teachers influence principals' instructional leadership behavior. A second conclusion is that principals receive strong, consistent messages to become involved with student personnel issues. Third, teachers limit principals' power in areas of curriculum development and staff personnel issues. Finally, selection interviews convey powerful messages to principals about job expectations. Suggestions for improving the new principals' socialization process include: (1) identification of school needs and evaluation of the principal's role prior to the selection process; (2) involvement of teachers in the development of the selection process; and (3) the creation of a principal socialization committee after selection. District norms and expectations often do not promote instructional leadership in the areas of staff personnel functions. The organizational socialization of principals must be balanced, unambiguous, and explicit. (23 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).