Abstract
Purpose. The purpose of this study was to examine the perceptions of women high school principals to identify discrepancies between the expectations they anticipated for the role of principal and the realities they encountered on the job their first year as moderated by age, ethnicity, career path, size and setting of the school. Methodology. A descriptive study was conducted using a survey distributed to 138 women high school principals in California; 67 percent were returned. Chi-square was used for data analysis. Findings. Women principals, especially those in small schools, underestimated their involvement, the difficulty, and the time required for many tasks. Women spent more time than anticipated managing people, building a positive climate, establishing relationships with external publics, and communicating with stakeholders. The time commitment and the loneliness of the position were two surprises that women experienced during their first year. Conclusions. Career path experiences do not eliminate all the surprises new principals experience during their first year. Women aspirants need to ask more specific questions of other principals to get a realistic picture of job requirements. There are unique characteristics of small and rural high schools that require additional knowledge in order to minimize both the surprises and the loneliness women may experience. Recommendations. That women aspiring to high school principalships: (1) gain a wide range of experiences; and (2) seek mentoring and networking opportunities. That women high school principals: (1) mentor other women; and (2) become involved in support networks, especial y those in small and rural schools.