New principals, accountability, and commitment in low-performing schools

Abstract

Purpose

The purpose of this paper is to examine first-year principals’ sense-making about two potentially conflicting demands as they take over low-performing urban schools: the demand to exert control over their teachers’ practice, and the need to build their teachers’ trust, collegiality, and commitment.

Design/methodology/approach

This study draws on a series of surveys and interviews with 12 first-year principals that took over some of the lowest-performing public schools in one large urban district.

Findings

Some principals begin their first year seeing their work to build accountability and commitment as complementary, while others see these two areas as in tension. Principals remain relatively consistent in these approaches over their first year on the job, although some principals change their views, generally coming to see these two areas as increasingly separate over time.

Research limitations/implications

Future work should examine principals’ work to balance the demands of accountability and commitment in a variety of organizational contexts.

Practical implications

Principal preparation may benefit from training principals on the particular challenges they may face as they work with teachers in low-performing schools. Accountability systems may also seek to alter the demands placed on novice principals.

Originality/value

Despite the centrality of principals to school improvement, the prevalence of high-stakes school accountability, and findings on the importance of commitment to school success, little empirical research has examined how principals make sense of the potentially conflicting demands of accountability and commitment in highly pressured circumstances.

Citation

Shirrell, M. (2016), "New principals, accountability, and commitment in low-performing schools", Journal of Educational Administration, Vol. 54 No. 5, pp. 558-574. https://doi.org/10.1108/JEA-08-2015-0069