Abstract
Novice assistant principals are expected to be ready to serve as key leaders in a school from the first day of their appointment as a school administrator. Research has shown that the role of assistant principal is multi-faceted, the pace of the job is unrelenting, the level of responsibility is overwhelming, and the number of new tasks encountered is daunting (Barnett, et al., 2012; Craft et al., 2016). This study examined how novice assistant principals experienced support as they transitioned into the administrative role. The researcher used a phenomenological research design for the collection of data. The results indicated that novice assistant principals overwhelmingly relied on the informal support network of their assistant principal colleagues as they navigated the transition to their new administrative role. Participants also cited the effectiveness of relevant, systematic induction and support programs for novice administrators and meetings for all school administrators. vi The conclusions reached in this qualitative phenomenological study suggest school district leaders consider the adoption of a research-based model of induction and professional development practices to support novice school leaders.
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