Abstract
The purpose of this study was to determine the factors in training and experience that are related to effectiveness in the position of secondary school assistant principal and to compare identified exemplary assistant principals with other secondary school assistant principals in those areas. Assistant superintendents of instruction and assistant superintendents of personnel serving in school districts in four Southern California counties were surveyed to identify exemplary secondary assistant principals. The criteria used to identify an assistant principal as exemplary were the criteria used by the National Association of Secondary School Principals in the annual national selection of an outstanding assistant principal. Forty identified exemplary secondary school assistant principals and a random sample of fifty-four other secondary school assistant principals serving in the four county area responded to a questionnaire about their experience and training. The questionnaire asked the respondents to report on their training and experience prior to becoming assistant principals. The respondents were also asked to identify training that is most important for effectiveness as an assistant principal and to provide information on their training in fifteen identified job role areas. No significant differences were found between the two groups participating in the study in any of the areas examined. The two groups were remarkably similar in their experience and training and in their response to the questionnaire items that evaluated the training they had received. The groups were also similar in stating that training in the fifteen job role areas surveyed, and two additional job roles identified by the respondents, was important to effectiveness in the position of the secondary school assistant principal. The groups were also similar in indicating that many of them had not received training in those areas before they assumed the position of secondary school assistant principal. It was determined that training is necessary for effective service as a secondary school assistant principal and that training for the secondary school assistant principalship is, in general, not being provided. Areas for instruction in a possible training program for secondary school assistant principals were identified.