The Readiness of Middle School Assistant Principals to Become Principals

Abstract

The purpose of this study was to gain an understanding of the experiences, educational and job related, that middle school assistant principals have received to prepare, and to become principals. In order to explore and describe those experiences provided by the middle school principals a phenomenological research design was used for this study. Those participants who were interviewed work in middle schools within Region V of the Virginia School University Partnership. This research project included two steps in data collection. The first step required the assistant principals to examine the Interstate School Leaders Licensure Consortium Standards (ISLLC), and indicate whether they had experienced those functions under each standard in one or more of three areas: principal preparation, job responsibility, and district professional development. The second parts of the study involved follow up interview questions for each in the participants. The findings of the study discuss that the standards are addressed and also how the assistant principals feel about their preparation and school district professional development.