Abstract
Purpose. The purposes of this study were: (1) to describe the socialization experiences of first-year middle school principals in San Diego, Riverside, and Imperial County middle school districts with regard to the assistance and support in learning needed information about the school and district, role expectations, and in understanding and adjusting to the operating norms of the school and district; and (2) to investigate the effect of gender, ethnicity, hired from inside or outside the district, and the size of the school and district on the socialization experiences on these first-year middle school principals. This study also investigated: (1) the obstacles that made the first year difficult for beginning middle school principals, (2) the surprises encountered by beginning school principals during the first year, and (3) the socialization experiences that beginning principals would recommend be included in an orientation program. Methodology. Descriptive research was the methodology used in this study. The sample consisted of fifteen out of sixteen second-year middle school principals in San Diego, Imperial, and Riverside Counties who were first-year principals during the 1999–2000 school year. Telephone interviews were used to collect the 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 middle school principals. Less than 20 percent received help in learning needed information about the school and district and even less received information about understanding and adjusting to the operating norms of the school (13 percent) and district (7 percent). Principals expressed a need for assistance in budget management, clarity in role expectations, and in curriculum/instruction. Females and persons of color were less likely to receive assistance and support from others in understanding and adjusting to the operating norms of the school and district as compared to White males. The greatest obstacles faced by principals related to personnel issues. Principals were surprised by workplace realities including work demands and lack of performance feedback. All principals said that planned, ongoing orientation activities are important during the first year. Conclusions. School districts do not offer first-year principals a planned, comprehensive, and ongoing orientation program. Principals expressed needs in budget management, role expectations, and understanding and adjusting to the operating norms of the school and district, and peer support networks. Recommendations. Beginning principals should proactively seek out additional support and assistance from others. District office personnel should diagnose the needs of beginning principals and provide a planned, ongoing orientation program of activities for first-year principals. Training organizations should provide skill development in budget management, and personnel management. Beginning principals should be provided a mentor with previous experience as a principal.