UCLA

This study examined elementary school principals and the behaviors, skills and experiences that inform second order change responsibilities. These findings were then compared to the district principal selection processes of two case study districts in Southern California. Through individual interviews of 11 elementary principals, the investigator determined the value placed on specific responsibilities that are associated with effective school leadership and the essential factors that allow them to successfully negotiate these activities. Principal selection materials, including interview questions and job descriptions, were then analyzed to determine the extent to which the aforementioned key factors are aligned to the principal selection process. Finally, recommendations were made for the participating Districts to support a more intentional and effective principal selection processes. The study revealed the following findings. First, prevalent themes emerged from the data in the form of leadership dispositions. Principals employed a variety of leadership dispositions in often synergistic ways to execute key responsibilities associated with second order change. Second, there were common behaviors, skills and traits and that were shared by a large percentage of principals and were used or needed across multiple responsibilities. In terms of the principal selection processes, participating Districts focused largely on first-order change responsibilities and demonstrated limited intention on matching school need to specific principal behaviors and practices. When focusing on second order change responsibilities, very few criteria were associated with the key responsibilities used at the school site, consequently using fit as a key determining factor in selecting principals.