Date of Award

Fall 12-1-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Bradley V. Balch

Second Advisor

Rebecca Libler

Third Advisor

Margaret Whitaker

Abstract

Finding qualified applicants to fill building-level administrative vacancies is a growing concern. The purpose of this qualitative study was to explore and define the reasons why qualified teachers who graduated from the Experiential Program for Preparing School Principals (EPPSP) at Butler University are not practicing as buildinglevel administrators. The participants in this study were five qualified teachers who completed EPPSP and remained in the classroom. These teachers were interviewed to determine why they were not practicing as building-level administrators. Each face-to-face interview was tape recorded, transcribed, and then analyzed to detennine factors that influence qualified teachers who graduate from principal preparation programs not to practice. Coding categories were used to organize the data and results were examined for emerging themes. During the literature review, several factors influencing qualified teachers with administrative certification not to practice emerged including increased accountability and stress of the job. After conducting the interviews, the subjects did not confirm the literature review findings of stresses of the job and accountability. The findings of this study identified four factors that influence teachers not to practice administration: Family and Time Commitments- Balancing work and family time was one of the main reasons why participants chose not to practice as a building-level administrator. Teacher Leadership Opportunities - Participants who have the opportunity to serve as teacher leaders do not have the urgency to become a building-level administrator. Many participants enjoyed their role as teacher leader which meant less stress and less time commitment. Quality Candidates and Quality Programs - Candidates who self-select their admittance into a preparation program may not be the most qualified candidates for school administration. Lack of support after graduating from a principal preparation program was defined as critical barrier to practicing. Politics - Certain candidates are favored over other candidates within school districts.

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