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Understanding Complex Role of the Assistant Principal in Secondary Schools UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS Understanding Complex Role of the Assistant Principal in Secondary Schools A Dissertation Presented to the Faculty of the Graduate School at the University of Missouri–Columbia In Partial Fulfillment of the Requirement for the Degree Doctor of Philosophy by Lisa M. Nieuwenhuizen Dr. Jeffrey S. Brooks, Dissertation Supervisor December 2011 UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS © Copyright Lisa M. Nieuwenhuizen 2011 All Rights Reserved UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS The undersigned, appointed by the Dean of the Graduate Faculty, have examined a dissertation entitled: Understanding the Complex Role of the Assistant Principal in Secondary Schools presented by Lisa M. Nieuwenhuizen, a candidate for the degree of Doctor of Philosophy, and hereby certified that in their opinion it is worthy of acceptance. Dr. Jeffrey S. Brooks, Advisor Educational Leadership and Policy Analysis Dr. Margaret Placier Educational Leadership and Policy Analysis Dr. Noelle W. Arnold Educational Leadership and Policy Analysis Dr. Sarah L. Diem Educational Leadership and Policy Analysis Dr. Peeter Tammeveski Sociology, Women and Gender Studies UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS ii ACKNOWLEDGEMENTS To Tim Nieuwenhuizen, my loving, supportive husband and my rock: This process would not have been possible without you. Your encouragement and belief in me kept me going even when I was ready to stop. You are my sounding board and my partner. I deeply appreciate your patience and wisdom throughout this program. To my beautiful daughters, Lindsey and Madison: You are my joy and my inspiration. Your boundless energy is contagious! Thank you for allowing me the time to write and study. To my grandmother, Eula Nash: You were the safe harbor in my stormy childhood. Your unorthodox style made me determined to achieve my goals. To my mentor and friend, Dr. Jeffrey S. Brooks: Your encouragement and confidence in my scholarship sustained me when my tank was running low. I appreciate your understanding of my demanding work schedule, while challenging me to dig deeper. This helped me to develop as a writer and thinker. Thank you for sticking with me through this process! To my friend and colleague, Diane Bruckerhoff: Your critical eye for editing was invaluable. I appreciate the time, dedication, and patience you‘ve shown me over the last three years. To my critical friends, Laurie Milburn and Ian Mette: Your wit, humor, and perseverance through this journey made this experience an enjoyable one. You inspired and motivated me to keep going, as I will for you. To my committee, Dr. Arnold, Dr. Brooks, Dr. Diem, Dr. Placier, and Dr. Tammeveski: Thank you for encouraging me to take my research in a different direction. Your guidance has made this process rich and fulfilling. UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS iii Table of Contents ACKNOWLEDGMENTS……………………………………………………………… ii TABLE OF CONTENTS………………………………………………………………. iii LIST OF TABLES……………………………………………………………………… ix ABSTRACT…………………………………………………………………………….. x CHAPTER 1. BACKGROUND OF THE STUDY………………………………………………… 1 Introduction…………………………………………………………………………. 1 Statement of the problem...…………………………………………………………… 2 Purpose of the study…………………………………………………………………. 2 Assistant principals‘ roles in secondary schools…..…………………………………. 3 Critical Race Theory and assistant principal training……………………………….. 4 Gap in the literature…………………………………………………………………. 5 Research questions…………………………………………………………………… 6 Limitations …………………………………………………………………………... 7 Definitions…………………………………………………………………………… 8 Outline of study………………………………………………….………………….. 9 2. REVIEW OF RELATED LITERATURE Introduction…………………………………………………………………………. 10 Roles and duties of the assistant principal.……….………………………………….. 11 Student management…………………………………………………………….. 12 School management……………………………………………………………… 14 Instructional leadership………….………………………………………………. 15 UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS iv Public and community relations ………………..…………………………….. 16 Preparation of assistant principals…………….…………………………………… 16 University programs…………………………………………………………… 17 Home-grown….…………………………………………………..…………… 18 Professional development…….………………………………………..……… 19 Challenges facing assistant principals……………………………………...……… 20 Federal mandates for accountability.………………………………………….. 20 Pitfalls of middle management………………………………………………… 20 Preparing for the principalship ……………………………………………….. 22 Job satisfaction of assistant principals…………………………………………….. 23 Theoretical framework……………………………………..……………………… 24 Rationale for the study………………………………………..……………….. 25 Using CRT to unpack racism in schools………………………………………. 27 3. RESEARCH DESIGN AND METHODOLOGY…………………….…………… 31 Introduction………………………………………………………………………… 31 Research design……………………………………………………………………. 31 The problem……………………………………………………………………….. 34 Setting, sites, and context of proposed study. ………………………….………... 35 Participants of the study…………………………………………………………… 39 Researcher‘s role and positionality……………………………………………...... 41 Data collection……………………………………………………………………. 42 Data analysis…………………………………………………………………….... 43 Delimitation and limitations of study……………………………………………. 44 UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS v Validation………………………………………………………………………… 45 Critical Race Theory and use of narrative……………………………………….. 47 4. A NARRATIVE EXPLORATION OF THE ASSISTANT PRINCIPAL……… 47 Introduction……………………………………………………………………… 47 Study participants……………………………………………………………….. 47 Roles and duties of assistant principals……….………………………………… 47 Structures and differences in assistant principal roles……………………… 48 Instructional leadership vs. discipline…………………….………………… 61 Student management and discipline……………………….……………….. 69 Preparation of assistant principals…………………………….………………… 72 Home-grown and groomed assistant principals....………….……………….. 72 University-prepared assistant principals ...…….…………………………… 80 Diversity training lacking for assistant principals...………………………… 83 Mentors missing for new assistant principals…….…………………………. 85 Challenges of the assistant principals…..……………………………………….. 89 Lack of power……………………………………………...………………… 89 Stress and burnout……………………………….…………………………… 92 Communication with constituents……………….………...………………… 93 Time management………………………………………...…………………. 95 Achievement gap………………………………….…………………………. 97 Race impacts the work of assistant principals………….……………………. 98 Courageous conversations…………………...………………………. 104 The color-blind assistant principal………………..…………………. 109 UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS vi White hegemony…………………………………………………….. 110 Race and discipline.…………………… …………………………… 116 AP‘s race and effectiveness…………………………………………… 123 Race and promotion…………………………………………………… 126 Gender impacts the work of assistant principals……………………………… 130 Can‘t touch this…………………………………….…………………. 131 Compassion for opposite gender……………….…………………….. 133 Father figure…………………………………….……………………. 134 Gender and promotion………….……………….…….……………… 135 Gender and discrimination…….…………………………….….……. 138 Gender matters……………….……………………….……………… 142 Job satisfaction of assistant principals…………………………..……………….. 146 Praise from teachers…………………………………………………………. 148 Career aspirations…………………………………………….………………. 149 Summary………………………………………………………….……………… 147 5. DISCUSSION OF FINDINGS…………………………………………………… 153 Introduction……………………………………………………………………… 153 Summary of findings……………………………………………………………. 153 PSD APs‘ work entails management & administration & little focus on instruction 154 Discipline duties consume most of APs‘ time………………………………… 156 Instructional leadership is pushed to the back burner in PSD………………… 157 Job descriptions in PSD contradict literature: They are clearly defined…………. 159 Coursework does not adequately prepare APs for reality of position……………. 162 UNDERSTANDING THE COMPLEX ROLE OF THE ASSISTANT PRINCIPAL IN SECONDARY SCHOOLS vii The fast-track: Home-grown APs……………………………………………… 163 University trained lack pragmatic knowledge necessary for the job………… 164 Professional development in PSD is non-existent or irrelevant……………… 168 Lack of mentoring leads to burnout and job dissatisfaction………………….. 169 Multicultural training and cultural proficiency missing from preparation Programs and mentoring in PSD……………………………………… 172 APs face many challenges………………………………………………………… 173 APs lack power to make large-scale change in schools……………………… 174 Stress and burnout are high among APs, both nationally and in PSD……….. 175 Communication with constituents framed by administration and management 177 There are not enough hours in the day for that needs to be done…………….. 179 PSD‘s achievement gap: If we don‘t see it, then we don‘t have a problem…. 181 Job satisfaction varies widely by duties of APs………………………………. 182 Working with students gives APs sense of personal satisfaction……………… 183 Professional satisfaction for APs found in service and leadership……………. 184 APs in PSD aspire to higher roles in the school district………………………. 186 Dissatisfaction, stress, and burnout are high among APs who feel trapped by discipline and management…………………………………………… 187 Race plays a large role in the work of APs………………………………………. 188 Race and discipline are inextricably linked to decreased student achievement 189 Relegating issues of race to African American
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