Date
8-6-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Amy Schechter
Keywords
leadership, assistant principal, principal preparation
Disciplines
Educational Administration and Supervision | Educational Leadership
Recommended Citation
Freeman, Latonya, "Redefining The Role of Assistant Principals: A Phenomenological Study on Assistant Principal Perceptions of Principal Preparation" (2025). Doctoral Dissertations and Projects. 7288.
https://digitalcommons.liberty.edu/doctoral/7288
Abstract
The purpose of this hermeneutic phenomenological study was to explore the on-the-job experiences and formal preparation of assistant principals in Douglas Lee School District that they perceive prepares them to be effective principals. The theory guiding this study is Burns’ theory or transformational leadership theory as it emphasizes the skillset needed to become an effective principal. The central research question was: What are the perceptions of secondary assistant principals regarding their preparedness for principalship? The hermeneutic phenomenological study is situated in a school district in South Carolina. The sample consisted of middle and high school assistant principals. The data collection included one-on-one interviews, focus groups, and journal prompts. The interview/focus group transcripts and the journal prompts were transcribed and coded separately and then synthesized to develop themes. Lastly, steps were taken to ensure trustworthiness, credibility, transferability, dependability, confirmability and ethical considerations. The study found that assistant principals do not perceive that their on-the-job experiences are preparing them to become effective principals. The assistant principals are being inundated with managerial tasks that keep them from functioning as instructional leaders. Assistant principals are lacking consistent experiences as well as the professional development needed to feel prepared to become principals.
