Reliance structures of neophyte principals in rural contexts
Date
2001
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Doctoral
Abstract
The purpose of this study was to investigate the development and establishment of
reliance structures among rural neophyte administrators in southern Saskatchewan during
their first year as principal. The primary research question was, "What are the
perspectives and reflections of rural based second year principals concerning the
development and establishment of their own reliance structures during their neophyte
year? Specifically the study focused on the contexts of the schools, the reliance structure,
the formal and informal socialization processes, and the self-efficacy of neophyte
principals.
The significance of this study was based upon the lack of coherence between the
theory and practice for the preparation of new educational administrators (McKague, 2001;
Ferrandino, 2000; Griffith, 1999; Lawson, 1999; Renihan, 1999; Davis, 1998; Restine,
1997). This study addressed a deficiency in the research by exploring the reliance structures
of neophyte principals through a multi-method approach. First, a questionnaire was utilized
to gain a general perception from the participants on their own reliance structure. Second, in-depth interviews provided more detail on the perspectives and experiences of first year
principals with their own reliance structure.
The sample included 26 rural-based second year principals, who had no prior
administrative experience. Twenty-five of the 26 neophyte principals returned the Reliance
Structure for Neophyte Principals (RSNP) survey forms, for a return rate of 96.2 percent.
As well, all 26 neophyte principals were asked to participate in an interview that further
investigated their perceptions of how they established their supports in a reliance structure.
Of the 26 neophyte principals, 24 participated in the interviews for a response rate of 92.3
per cent.
A number of contextual factors were seen to influence neophyte principals'
development of the reliance structure. These included: the location of the school, the size of
the school, the size of the school system, educational background, and the prior experiences
of the principal as an educator. Upon further analysis, the data suggested that location of
the school, size of the school, educational background, and prior experiences as an
educator were perceived as the most critical variables in the development of the
reliance structure.
In regard to periodization (the time periods between August to December and
January to June), supervision of instruction emerged as the most important professional
development need for the beginning principals during the first year. During the first term.
(August to December), principals perceived that having access to formalized mentoring
programs and knowledge of important dates would
have better prepared and/or supported
them. Another important finding was that respondents felt that budgets, timetabling, and
graduation were areas which presented unexpected events and/or surprises during the
second term (January to June).
Overwhelmingly, the perception of the principals in this study was that there was a
need to establish a formal reliance structure for beginning principals. Principals identified
mentoring programs, professional development opportunities, longer induction and
orientation opportunities, knowledge of the culture, and increased administration time as
critical functions in a reliance structure. The most critical relationships were with (in
order of frequency of mention) school staff, the director and central office staff, and other
in-school administrators. Visiting the school meeting staff, and getting to know the
community, were viewed as critical processes in the reliance structure.
Beginning principals indicated that the informal socialization processes (casual
relationships with others) were more effective than the formal socialization processes.
The director and the assistant director were identified as the most frequently involved in
orienting neophyte principals to their jobs. However, it was other in-school administrators
who were the most valuable in orienting and providing support during the first year.
Several implications were derived from the findings of this study. Important among
these is the need for consideration of a number of functions, relationships, and processes in
the reliance structure. In order for this to happen, socialization processes need to be
formalized. Formalizing the socialization process warrants the time, energy, and
participation of other in-school principals and central office personnel who play an integral
role in developing and establishing the reliance structure. The establishment of the reliance
structure for neophyte principals will be crucial to the future development of aspiring
administrators. Such an initiative could improve the opportunities for success for beginning
principals, particularly those in rural contexts.
Description
Keywords
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Administration
Program
Educational Administration