Abstract
Purpose. This study was designed to determine (1) socialization needs and concerns of beginning elementary school principals, (2) differences between first-year and second-year principals as to those needs, (3) support implemented by districts, (4) perceptions of beginning elementary principals regarding effectiveness of district support, and (5) support beginning principals want from districts. Methodology. This was descriptive research. Sixty first-year and second-year elementary school principals in four California counties responded to a questionnaire. The statistical analysis included means, percentages, standard deviations, comparison of range and rankings, and analysis of variance. Findings. The ANOVA revealed a significant difference in means between first-year and second-year elementary school principals on just one issue: "networking with peers outside the school system." (2) Both groups were highly in agreement regarding their needs and concerns. First-year respondents were slightly more intense in their feelings. (3) The same eight issues were ranked highest by both groups of principals. (4) Needs and concerns with the highest means were awareness, understanding, and meeting expectations; getting tasks accomplished in the accepted manner; understanding the district political system; and understanding unwritten rules, procedures, and expectations. (5) The most effective forms of district support were the assignment of a mentor or buddy; meetings with the superintendent and supervisors; accessibility of district office staff; principals' cluster groups, principals-only groups, and regular principals' meetings; retreats; and the California School Leadership Academy. (6) Beginning principals want districts to provide mentors, buddies, other resource persons, and staff development. (7) Forty-six percent of the beginning principals felt their districts were not providing adequate support. Conclusions. Both groups of principals have very similar needs and concerns. Beginning principals desire specific assistance that is planned, systematic, and available in an ongoing fashion. Recommendations. (1) Collaborative efforts involving universities, school districts, professional organizations, and new principals can result in effective socialization. (2) School districts should: (a) implement comprehensive socialization programs that include orientation to the position and the management team, (b) assign a mentor to each new principal, (c) implement an internship program, and (d) structure feedback opportunities outside the evaluation process.