Why Teacher Leaders Don't Want to Be Principals

Autor/inn/en	Hewitt, Paul M.; Denny, George S.; Pijanowski, John C.
Titel	Why Teacher Leaders Don't Want to Be Principals
Quelle	In: AASA Journal of Scholarship & Practice, 8 (2011) 1, S.13-23 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Teacher Leadership; Teacher Motivation; Career Development; Principals; School Administration; Literature Reviews; Supply and Demand; Labor Market; Anxiety; Time; Work Environment; Arkansas; Michigan + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Berufsentwicklung; Principal; Schulleiter; Bedarfsplanung; Labour market; Arbeitsmarkt; Angst; Zeit; Arbeitsmilieu
Abstract	This article examines reasons why teachers who were identified by their school principal as leaders or having leadership potential, chose not to become school principals. While the literature reports a shortage of qualified applicants for school administrative positions, the deterrents that teacher leaders most often identify include testing/accountability pressures, job stress, amount of time required, and societal problems that make it difficult to focus on instruction. The key factors for teacher leaders choosing not to pursue a career in school administration are broadly categorized as stress and time demands. Superintendents identified the same factors, but scored the importance of each factor higher than the teachers. (Contains 1 table.) (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10