Complexity and the beginning principal in the United States: perspectives on socialization

Gary M. Crow (University of Utah, Salt Lake City, Utah, USA)

Journal of Educational Administration

ISSN: 0957-8234

Publication date: 1 July 2006

Abstract

Purpose

This paper aims to contribute to the literature and practice on beginning principal socialization by identifying the features of post‐industrial work that create a more complex work environment for the practice and learning of the principalship in the USA.

Design/methodology/approach

Based on recent literature on the changing nature of work, the paper applies those features of complexity to components of beginning principal socialization.

Findings

The nature of work in post‐industrial society and the changes in education, including a knowledge society, technology, demographic changes, and public accountability increase the complexity for US school principals. These features provide an important conceptual and normative basis for understanding and changing the content, sources, methods, and outcomes of beginning principal socialization.

Originality/value

The paper contributes a set of conceptual and normative features that strengthens the understanding of how beginning principals learn the role.

Keywords

Citation

Crow, G.M. (2006), "Complexity and the beginning principal in the United States: perspectives on socialization", Journal of Educational Administration, Vol. 44 No. 4, pp. 310-325. https://doi.org/10.1108/09578230610674930

Download as .RIS

Publisher

:

Emerald Group Publishing Limited

Copyright © 2006, Emerald Group Publishing Limited

To read the full version of this content please select one of the options below

You may be able to access this content by logging in via Shibboleth, Open Athens or with your Emerald account.
To rent this content from Deepdyve, please click the button.
If you think you should have access to this content, click the button to contact our support team.