0.5 Barton, l. (september 2011). moving to the dark side or into  (Page 3/14)

Whether referred to as encouraging factors or motivations , common themes emerged from the literature reviewed including: personal challenge, positive and greater impact, salary, and making a difference. These aspiring school leaders may enter administrative licensure programs wanting to move into the light .

Inhibitors and disincentives in pursuit of school leadership

On the opposite side of the discussion, some teachers, whether or not they are licensed or qualified, have no interest in becoming school leaders. Studies conducted to explain why more teachers choose not to leave their classrooms to become assistant principals or principals report a variety of reasons. Whether labeled inhibiting factors or inhibtors (Adams&Hambright, 2004; Bass, 2006; Hancock, et al., 2006; Houston, 2000), disincentives (Howley, et al., 2005), or discouraging factors (Cranston, 2007), reasons given for not wanting to serve in school leadership positions are numerous. Common among these were: loss of contact with children; having to deal with difficult staff, teachers, parents, and students; loss of personal time; increased accountability and expectations; stress; and a salary unequal to expectations of the job.

In polling their teacher leadership students, Adams and Hambright (2004) found several factors that would discourage these educators from becoming principals, including: the loss of contact with children; time constraints; having to deal with difficult parents; and politics. In his study of over 800 teachers enrolled in principal preparation programs, Bass (2006) found other inhibitors: stress; time commitments; test score pressures; paperwork; bureaucracy; litigation; and loss of tenure. Risk, insufficient gain/benefit, and personal needs were factors Hancock, et al. (2006) found as potential inhibitors for over 300 educational administration master’s students. Howley, et al. (2005) found that teachers, with or without administrative licenses, saw many disincentives in making a career move into school leadership. Most frequently mentioned were: less time at home with friends and family; the stress involved in having to play politics; increased responsibility for mandates imposed by local, state and federal governmental bodies; ongoing accountability for many conditions in society beyond their personal or professional control; and decreased opportunities to work with children.

With all of the described inhibitors it is more clearly understood why some teachers may consider a colleague’s desire for school leadership a move to the dark side . Regardless of incentives or disincentives, encouraging or inhibiting factors, the fact remains that every school needs a principal.

Shortage of principals

A shrinking pool of principal candidates in terms of the quality and quantity of applicants continues to exist (Fink&Brayman, 2006; Jordan, McCauley,&Comeau, 1994; Kelly&Peterson, 2007; Whitaker, 2001). The “shortage may be in part due to the pressure superintendents feel to find high-caliber candidates” (Pijanowski, Hewitt,&Bray, 2009, p. 86). In a multiple case study of principal succession over a 30 year period, Fink and Brayman (2006) discussed the impact high stakes testing and standards-based instruction that may be to blame for the shortage of principals. In a study of supply and demand of school leaders in southwestern Louisiana, Jordan et al. (1994), found many principals leaving their educational careers due to unnecessary paperwork and required documentation, increasing state and federal mandates, stress, premature aging, and money. More recently, Kelly and Peterson (2007) pointed to some of the causes of the crisis in school leadership, including inadequate methods to recruit, screen, select, and train effective principals. Without restructuring the actual work of principals, they will be unable to focus on improving instruction. In discussing their explanations for the shortage, principals in Virginia (DiPaola&Tschannen-Moran, 2007) expressed their frustration at having to work long hours and still not being able to accomplish all that the job requires.