Three Newly Appointed Vice-Principals’ Perceptions of Their Identity Formation and Interaction With School Culture: A Qualitative Study of the VP Role Transition
This generic qualitative study explored the process of administrative identity formation from the perspective of 3 newly appointed secondary school vice-principals. It also explored participants’ perception of how vice-principals influence and are influenced by school culture. Data were collected through face-to-face semi-structured interviews. Findings suggest that in their first years of transitioning into the role of vice-principal participants faced challenges in forming new identities. With respect to their ability to influence school culture, participants found that other responsibilities of the job consumed their time and subsequent abilities to make changes. Participants revealed their duties, responsibilities, and the ways in which they both prepared for their role and were supported within them. Participants found that their VP experiences upon appointment and within the first years of transitioning largely focused on the various challenges they faced in assuming the new responsibilities, navigating the changing dynamics amongst staff, and managing the vast quantity of work in limited time restraints. Despite these challenges participants continued to work towards finding a balance in their management of the VP role, where with time and experience they might further develop their administrative identity formation, and may impact school culture as a whole.