Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Teri Denlea Melton
Committee Member 1
Paul M Brinson
Committee Member 2
Today’s school principals are required to lead in a new environment marked by unprecedented responsibilities, challenges, and managerial opportunities requiring them to be trained to face these challenges. Although a great deal of literature exists on the specific issues that should be addressed or considered when trying to redesign or restructure a leadership program, there was little that explicitly addressed the assistant principal or how that position specifically could be used to help better prepare aspiring leaders for the role of principal. Therefore, the purpose of this quantitative, correlational study was to provide a greater depth of knowledge and understanding of the factors that could influence an assistant principal’s ability to move into the principalship. A survey was conducted investigating what tasks assistant principals are assigned, what tasks assistant principals should be assigned, and the perceptions of assistant principals and principals regarding these tasks. The major findings of this study indicated that there was a significant statistical relationship between should engage tasks compared to regularly engage tasks in every measured domain. The findings from this study provide more insight into the tasks required to support these aspiring school leaders as they transition into the principalship.
Hodges, A. S. (2018). The manifestation of principal preparation: Preparing assistant principals for assuming the role of building leader. (Unpublished doctoral dissertation). Georgia Southern University, Statesboro, GA.
Research Data and Supplementary Material