Abstract
Purpose. This study described the perceptions of the successes and challenges experienced by a team of five high school co-principals with equal authority and responsibility for effective: (1) team leadership, (2) team development, (3) role differentiation, (4) verbal and nonverbal communication, (5) decision making, and (6) conflict management as they worked together during their first three years. Methodology. A case study, mixed methods approach was used to obtain both qualitative and quantitative data. A quantitative, self-report survey instrument was used to gather and quantify information about the six theoretical areas identified in the purpose. A qualitative, semi-structured interview was used to explore member perceptions of the team experience. A follow-up focus group session provided an opportunity for members to review quantitative data from the survey and provide clarifying feedback before the key findings and conclusions for the study were finalized. The researcher found no existing instrumentation that sufficiently explored the perspectives of the respondents. Three instruments were developed and used to explore member perceptions. The researcher was a participant observer in the study. Findings. Members perceived that the team: (1) established priorities for accomplishing school goals, (2) effectively led change within the school, and (3) effectively managed the performance of teachers and staff. Team performance was challenged by: (1) over-dependence on district administration for direction, (2) a focus on individual rather than team achievement, (3) barriers associated with the forming stage of team office, (4) role ambiguity, (5) a lack of open and honest communication, (6) decision making processes, and (7) conflict management. Conclusions. Schools that implement co-principalship teams should examine the behaviors needed for effective shared leadership, including: team development, role differentiation, verbal and nonverbal communication, decision making, and conflict management. The benefits of a shared school leadership model will not be realized until the barriers associated with a collaborative team approach are minimized. Recommendations. Recommendations for future research: (1) replicate study with other co-principal leadership teams, (2) examine the leadership team model utilizing student achievement data and other indicators of school success, and (3) examine the impact of the use of team building strategies on shared leadership teams.