Abstract:
This thesis examined the role transition from an elementary teacher to an
elementary principal. In particular, the training and socialization process of becoming an
elementary principal was explored through the study of the hierarchical and political
structure of a southern Ontario school board, and how this influenced the learning
experiences of new elementary principals. A qualitative methodology, with a grounded
theory design, was employed to investigate this process through interviews with 10
participants to examine their experiences and role learning occurs during their
development. Specifically, participants perspective shifts, developmental experiences,
understanding of group culture, and expansion of a board profile were highlighted in the
data.
One of the compelling results of the study was the degree to which principals of
aspiring administrators influence the socialization of their subordinates. The beliefs and
practices of the school principal determine the socialization orientation that teachers and
vice-principals will experience during role learning. The results of this study also imply
that role orientation needs to be understood as a continuum between custodial and
innovative role assumption. Varying degrees of custodianship or innovation depended on
the context of the administrative placement and the personal attributes of administrative
candidates. Principals who are willing to share responsibilities, who are good
communicators, and who wish to develop a collaborative relationship with their viceprincipals
are the individuals the participants in this study described as making the best
mentors.
