The good principal: A case study of early-career charter principals' role conceptualizations. (October 2019)

• Record Type: Journal Article
• Authors: Truong, Felicia R.
• Is Part Of: Management in education. Volume 33:Number 4(2019:Oct.)
• Page Start: 157
• Page End: 165
• Publication Date: 2019-10
• Subjects: charter schools -- retention -- role conceptualization -- school leadership -- socialization; School management and organization -- Periodicals; 371.2005
• DOI: 10.1177/0892020618795202
• Languages: English
• ISSNs: 0892-0206

Abstract

Up to 75 percent of charter principals in the United States leave the role within five years. Understanding how early-career principals conceptualize the role could help strengthen principal preparation and in-service training. This study analyzed early-career charter principals' descriptions of the principalship in order to understand their framework for what it means to be a good principal. A qualitative case study was used, focused on semi-structured interviews with 15 charter school principals. Charter school principals in this study primarily defined being a 'good' principal using examples and descriptions of soft skills and personality traits.