Lessons Learned from Shadowing Principals
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| Title: | Lessons Learned from Shadowing Principals |
|---|---|
| Language: | English |
| Authors: | Barbara Stacy Rieckhoff, Donna Foiles Kiel, Leodis Scott |
| Source: | Journal of Educational Leadership and Policy Studies. 2025 9(2). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Principals, Administrator Role, Beginning Principals, Administrator Responsibility, Leadership Styles, Administrator Attitudes, Elementary Schools, Catholic Schools, Urban Schools, School Districts, Time Management, Administrator Behavior, Leadership Role, School Administration |
| ISSN: | 2473-2826 |
| Abstract: | The roles and responsibilities of school leaders continue to expand, with increasing demands placed on principals. At the same time, the primary role of the principal as instructional leader has been well-documented, presenting principals with the ongoing tension between expanding external demands and the need to focus on teaching and learning for student success. This paper reports on a shadow study which captured how novice principals allocated their time and how they shared duties and responsibilities with others. The principal's job description was analyzed through various lenses. Qualitative data from interviews with the shadowed principals and their district administrators provided perceptions of the inherent challenges of the principalship and suggested supports to engage others in sharing leadership. Quantitative data captures the amount of time and type of activity principals spent over a three-day period. Novice principals expressed reluctance to share leadership and may benefit from mentoring and training to shift some of their duties with their colleagues. Professional learning in models of distributed leadership would enhance principal understanding of engaging others in a positive, non-threatening way. Finally, district level administrators need to provide adequate support to prevent burnout and frustration at the early stages of leadership. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492334 |
| Database: | ERIC |
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