Abstract
As school leaders, novice principals faced some challenges within the first years of their leadership journey. This mixed-methods study explores the initial challenges faced by novice principals while leading their schools. At the same time, their countering strategies in handling the initial challenges are also being explored. A total of 168 novice principals responded to all items within a questionnaire on their initial challenges and their useful strategies to overcome the challenges. In addition, 11 novice principals were interviewed for in-depth information on their challenges and possible strategies in overcoming them. Findings revealed that dealing with a previous principal’s legacy and heavy workloads were major challenges faced by novice principals. In terms of their countering strategies, novice principals employed various approaches such as organizing an initial meeting with teachers, getting parents involved in school activities, and sharing leadership practice.
Highlights
Research indicates that school leadership positions are considered to be challenging with a high possibility of affecting principals’ well-being (Bagi, 2015; Burkhauser et al, 2015, Klocko & Wells, 2015)
This study critically examines the challenges encountered by novice principals and possible countering strategies through two essential research questions: (a) What are challenges faced by novice principals within their inception years of principalship?
Novice principals identified communalities related to their initial challenges and selected four major challenges they faced as novice school leaders: dealing with the previous principal’s legacy, heavy workload, traveling long distances to school, and lack of knowledge
Summary
Research indicates that school leadership positions are considered to be challenging with a high possibility of affecting principals’ well-being (Bagi, 2015; Burkhauser et al, 2015, Klocko & Wells, 2015). Previous researchers point out those novice principals face challenges from school cultures, and the previous principal’s legacy (Bagi, 2015; Earley & Bubb, 2013; Theodosiou, 2015). In this context, Beam et al (2016) and Northfield (2013) argue that understanding the challenges of novice principals’ experiences is critical as they may inform more appropriate content for the structure and curriculum of leadership preparatory programs. (b) What are the possible useful strategies perceived by novice principals to counter their challenges and problems?
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