EXPERIENCE IN THE VICE PRINCIPALSHIP: PREPARATION FOR LEADING SCHOOLS?

Abstract

This report examines the function of experience in the role of vice‐principal as preparation for the school principalship, proposing that a dysfunctional socialization outcome of this career entry pattern is the development of a role orientation that emphasizes managing rather than leading the school. The authors differentiate these two dimensions of the administrative role by suggesting that the managerial function emphasizes organizational stability and maintenance of the day‐to‐day operation, and that the leadership function emphasizes improvements in instructional and organizational arrangements facilitating teaching and learning. While a balance in functions is the preferred orientation implicit in theoretical as well as prescriptive models of the principalship, and principals themselves espouse the desirability of an instructional leadership emphasis, most empirical studies of the principalship indicate a substantial skewing of emphasis in the direction of managerial activities. The paper offers an empirically grounded theoretical explanation of this occurrence. Based on data from the studies of the enculturation process and the work activities of vice‐principals, and guided by socialization theory, the report discusses role‐learning implications of experience in the vice‐principalship role and concludes with seven propositions for further study.

Citation

GREENFIELD, W.D., MARSHALL, C. and REED, D.B. (1986), "EXPERIENCE IN THE VICE PRINCIPALSHIP: PREPARATION FOR LEADING SCHOOLS?", Journal of Educational Administration, Vol. 24 No. 1, pp. 107-121. https://doi.org/10.1108/eb009912