Date of Award

2004

Degree Name

Educational Leadership

College

College of Education

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Michael C. Cunningham

Second Advisor

Teresa Eagle

Third Advisor

Joyce East

Fourth Advisor

Jack McClanahan

Abstract

In light of potential shortages of administrators in public education, this study was designed to investigate factors that could influence assistant principals to remain in their current positions as assistant principals or to aspire to principalships. The following factors were examined to determine whether current assistant principals felt they were significant in their career decision-making: administrative process, mentoring experience, role conflict, and role ambiguity.

The survey study asked a sample (n=612) of assistant principals (N=9777) 21 questions on the Assistant Principal Career Stability Survey. The data were analyzed in correlation with the participants’ career plans. Participation in a mentoring program was highly significant for those assistant principals who wish to remain assistants or move on to principalships. Participation in a team-like administrative process was also significant as well as age, years in education, and years as an administrator. Sex, role conflict, and role ambiguity were not significant as general factors, but three individual questions related to role conflict demonstrated significance.

Subject(s)

Assistant school principals.

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