Factors that Motivate or Discourage Movement into School Leadership Positions and the Implications for Recruitment Policy and Practice

Public schools in the United States are facing one of the most extensive transformations in school leadership. Districts face the difficult challenge of recruiting and training school leaders who have the capacity to deal with the growing demands and responsibilities placed on school site administrators. Despite a surplus of people certified for administration, the changing demands of the principal's job precipitated by national reform efforts have left a shortage not only of qualified applicants, but also in the total number of applicants (qualified and unqualified) willing to carry the burden of the job. This study investigated the factors that influence principals' and teachers' decision to pursue school leadership and the impact those factors had on their recruitment. Qualitative research methods were used to address the following question: What structural, agentive, and cultural factors motivated and discouraged people from moving into positions of school leadership? Data were collected using an Internet-based survey, and interviews were conducted with administrators and teachers in three districts. Analysis was conducted through cross-case method using domain analysis. This study suggests that an organization's structure and its culture are interrelated in the recruitment process. Administrators and teachers identified informal mentoring as the primary factor in their decision to pursue school leadership. However, a culture that fostered informal networks raised concerns that a different kind of "good old boys" network evolved, one not exclusive to white men. Formalizing a culture of mentoring is essential to enhancing districts' recruitment efforts. This study suggests that it is vital to recognize leadership traits among teachers through a formal institutionalized mentoring process, thereby creating a more effective recruitment path within districts and attracting more recruits.

Name thesis:degree_name

EdD Doctor of Education

Level thesis:degree_level

Dissertation: Open Access

Discipline thesis:degree_discipline

Education

Year dc:date.available

2007

Author dc:creator

• Lee Blackmon, Ginger, EdD

• cross-case method
• Domain analysis
• Leadership studies
• mentoring
• motivation
• principals
• public schools
• qualitative
• recruitment policy and practice
• school administration
• school leadership positions
• teachers

Repository record dc:identifier

https://digital.sandiego.edu/dissertations/768

OAI identifier oai:identifier

oai:digital.sandiego.edu:dissertations-1773