Not every assistant principal wants the top job.
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| Title: | Not every assistant principal wants the top job. |
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| Authors: | Banerji, Olina (AUTHOR) |
| Source: | Education Week. Jun2026, Vol. 45 Issue 11, p16-19. 4p. 5 Color Photographs. |
| Subject Terms: | *School principals, *Work-life balance, *Educational leadership, *Educational equalization, *Career development, *Leadership training, *Women in education |
| Geographic Terms: | United States |
| Abstract: | The article focuses on the experiences and perspectives of assistant principals (APs) in U.S. schools regarding their roles and the decision to pursue principalship. It highlights that many APs find fulfillment in their current positions and may choose not to seek promotion due to the significant responsibilities of principals, concerns about fit, work-life balance, and systemic barriers, especially for women of color and leaders of color. The piece also discusses how APs often develop leadership skills through varied responsibilities but may be limited by siloed roles or exclusion from key decision-making processes. Several APs emphasize the importance of supportive leadership, meaningful impact on students and staff, and the challenges posed by evolving school environments, including technology and disciplinary demands. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the experiences and perspectives of assistant principals (APs) in U.S. schools regarding their roles and the decision to pursue principalship. It highlights that many APs find fulfillment in their current positions and may choose not to seek promotion due to the significant responsibilities of principals, concerns about fit, work-life balance, and systemic barriers, especially for women of color and leaders of color. The piece also discusses how APs often develop leadership skills through varied responsibilities but may be limited by siloed roles or exclusion from key decision-making processes. Several APs emphasize the importance of supportive leadership, meaningful impact on students and staff, and the challenges posed by evolving school environments, including technology and disciplinary demands. [Extracted from the article] |
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| ISSN: | 02774232 |
