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In a study of over 100 superintendents, Whitaker (2001) found that half reported that the shortage of qualified candidates for principal was considered a somewhat-to-extreme shortage. Superintendents in the study revealed five reasons fewer educators apply to become principals: (1)inadequate salary for the responsibilities; (2)time investment required; (3) changing demands on the position itself; (4) lack of community and parent support; and (5) lack of respect due to the constant and very public negativity surrounding public schools.

Salary, time, stress, and a lack of support are common reasons given for shortages of qualified candidates. Other issues include the changing demands placed on principals (Whitaker, 2001) and attempts to balance management with leadership (Fink&Brayman, 2006). A recent report of the need for California school administrators over the next eight years (Fong&Makkonen, 2011), projects a 17-42% increase in need based on retirement and student enrollment changes; California’s Inland Empire is projected to have the greatest need, whereas the coastal area of Southern California will experience the lowest need.

In an article on the crisis looming in school leadership, Houston (2000) pointed to the perils of the job:unfair and very public criticism of schools leaders; pay scales that undervalue the expectations; and unbalanced authority in view of increasing accountability. He suggested several ways to encourage and attract educators to school leadership positions including - restructuring the role of principal, since one person cannot do all that is currently required; carefully screening applicants who aspire to leadership positions while searching for those who would be best suited for leadership; moving away from a management model to a leadership focus; and preparing aspiring school leaders to deal with the multitude of requirements and dilemmas they will face.

Responsibility to prepare and recruit

Even considering the projected need and shortage of well qualified applicants for school principalships, as well as all of the inhibitors and disincentives associated with the position, educational leadership programs must still fulfill their responsibilities to adequately prepare interested teachers to become principals, particularly in light of the changing role of school leaders. Goldring and Schuermann (2009) described the complexity associated with the job of principals particularly the growing diversity of student needs. Principals today face growing accountability demands associated with the testing and standards movements and are no longer charged with simply managing schools – they are now expected to offer instructional assistance to teachers – leadership that is learner-centered. Goldring and Schuermann (2009) also stressed the skills needed for principals today including analyzing formative and summative test data and using data to make sound instructional decisions.

In their study of superintendents, Pijanowski et al. (2009), improving training strategies and leadership preparation was found to be second only to salary in increasing the number of aspiring school leaders needed to apply for principalships. Aspiring school leaders should be taught that students are most important, and that building strong relationships is the most satisfying part of the job. Pijanowski et al. (2009) encouraged universities to build strong alumni associations for aspiring school leaders which can act as recruitment services.