A Hermeneutical Phenomenological Study of the Role of New Secondary School Assistant Principals
School of Education
Doctor of Education (EdD)
Angela M Smith
Primary Subject Area
Education, Administration; Education, General; Education, Secondary; Education, Teacher Training
assistant principals, leadership, mentoring
Education | Educational Administration and Supervision | Elementary and Middle and Secondary Education Administration | Teacher Education and Professional Development
Stanton, David, "A Hermeneutical Phenomenological Study of the Role of New Secondary School Assistant Principals" (2012). Doctoral Dissertations and Projects. 525.
This phenomenological study followed five secondary school assistant principals during the 2010-2011 school year. The participants range in age from their early 30s to early 50s, three of the participants serving as assistant principals in high schools; and two as assistant principals in middle schools. All five participants work in two school districts in Oakland County, Michigan, a suburban county northwest of Detroit and were promoted to administrative work within the past three years. The participants provided monthly calendars and journals along with discipline reports to demonstrate through their schedules, duties, and, most importantly, their own words, the experiences of new secondary school assistant principals. The study focused on these shared experiences of new administrators by allowing for the participants to voice their own words and thus add to the body of knowledge. This phenomenological study focused on the lack of mentoring capabilities for new administrators, specifically those in public secondary schools.
Elementary and Middle and Secondary Education Administration Commons, Teacher Education and Professional Development Commons