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  An ever-challenging and increasing dilemma facing schools is finding qualified individuals who are willing to take school leadership positions. This study extends the current literature by surveying 243 eligible candidates for school administrative positions to investigate the barriers to pursuing a school leadership position, and examine the effects of their background characteristics on their decisions to apply for a leadership position. The results of this study indicated that more than 57% of the participants did not plan to become school administrators. The top five rated barriers to pursuing a school leadership position were: satisfied with current role, don’t feel prepared, family considerations and responsibilities, long hours required of administrators, and lack of support for new administrators. Logistic regression analysis revealed that age and gender were significant predictors. Implications for university leadership programs and potential questions for future research were discussed.

Education education review, volume 12, number 2 (october 2011)

NCPEA Education Leadership Review is a nationally refereed journal published two times a year, in Winter (April), and Fall (October) by the National Council of Professors ofEducational Administration. Editor: Kenneth Lane, Southeastern Louisiana University; Assistant Editor: Gerard Babo, Seton Hall University; Founding Editor: Theodore Creighton, Virginia Tech.

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the Education Leadership Review, Volume 12, Number 2 (October, 2011), ISSN 1532-0723. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University.

Introduction

Developing and recruiting high-quality and aspiring school leaders has been recognized as one of the key strategies for improving schools and student learning, since numerous studies demonstrate the impact of effective principals on school culture, organization, teachers’ beliefs and orientation to teaching, which in turn influences instructional practice which then influences student achievement (e.g., Wiley, 2001; Robinson, Lloyd,&Rowe, 2008; Heck&Hallinger, 2009). An ever-challenging and increasing dilemma facing school districts is finding qualified individuals who are willing to take school leadership positions. Research shows that there is no shortage of certified individuals to serve as school administrators, only a lack of willingness to apply for school leadership positions, especially in low-performing and low-SES (socioeconomic status) schools (Gates, Ringel, Santibanez, Chung,&Ross, 2003; Kearney, 2010).

This study extends the current literature by investigating the barriers perceived by eligible candidates to pursuing a school leadership position, and examining the effects of eligible candidates’ background characteristics (i.e., gender, age, race/ethnicity, sub-administrator status, and years of teaching experience) on their decisions to apply for a leadership position. There are two research questions guiding the study:

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Source:  OpenStax, Education leadership review, volume 12, number 2 (october 2011). OpenStax CNX. Sep 26, 2011 Download for free at http://cnx.org/content/col11360/1.3
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