Abstract
Purpose: The purpose of this study was to describe the socialization experiences of beginning elementary principals in selected California school districts in learning school and district information, in determining role expectations, and in understanding and adjusting to the operating norms of the school and district. This study also investigated the effect of gender, ethnicity, being hired from inside or outside the district, and the size of the school and district on socialization experiences, as well as obstacles and surprises encountered and recommendations for orientation programs. Methodology: Descriptive research was the methodology used in this study. The sample consisted of the entire population of elementary principals (thirty-one) in the central coast region of California who were first year principals during 1992-1993. Telephone interviews were used to collect data. Qualitative analysis was used to determine themes, patterns, and categories that emerged from the data. Findings: This study found that there is a lack of assistance and support provided to beginning principals. About half of the principals received help in obtaining school and district information and role expectations. Approximately one-third received help with operating norms. Principals expressed a need for assistance in budget management, clarity in role expectations, and honesty about operating norms. The greatest obstacle faced by principals was the reactions of staff and parents to personnel and program changes. Principals were surprised at some staff behavior as well as the work demands, the feelings of isolation, and the lack of performance feedback. All principals said that planned, ongoing orientation activities are important during the first year. Conclusions: Few school districts offered first-year principals a planned, comprehensive, and ongoing orientation program. Principals expressed needs for assistance that they did not receive in budget management, role expectations, operating norms, and peer support networks. Recommendations: District office personnel should systematically diagnose the needs of beginning principals and provide planned, ongoing orientation activities that include organizational information, budget management assistance, and support networks. Beginning principals should augment assistance provided by proactively seeking additional help. Training organizations should provide skill development in conflict management, interpersonal relationships, and identifying organizational norms, as well as networking opportunities.