Abstract
Purpose. The purpose of the study was to describe the actions taken by principals of six central California high schools, during the 1995-1996 school year, in response to an assault with a deadly weapon on campus, and to identify components of training and experience necessary to prepare principals to handle the aftermath of any similar future act of violence. Methodology. The researcher used multiple case study research. The respondents for this study included six high school principals whose school had reported an assault with a deadly weapon on campus during the 1995-1996 school year. Data were collected through personal interviews using a semistructured interview guide. Findings. Principals responded to an assault with a deadly weapon based on the specific incident and its level of intensity, rather than by following a prearranged plan. The principals' primary concern was for the victim and the degree of injury, followed by concern about the impact of the incident on the school. Respondents identified the following trainings and experiences to be helpful in handling the aftermath of violent situations: law and leadership coursework; the gang task force; networking with administrators; and prior incidents of violence. Respondents recommended that a principal ensure the safety of the school and its people first, then take a directive leadership role, getting as much information as possible as well as seeking advice from colleagues, prior to making an informed decision. The respondents suggested fieldwork and simulations be included in administrative training. Conclusions and recommendations. With the increase of violence in our communities and schools, the probability of an act of violence occurring on a campus has increased. Principals are responsible for maintaining a safe and secure campus. There is a need to provide training to aspiring and new principals on current issues and concerns. It is recommended that administrative training programs serve the needs of principals by including the use of simulations, networking, mentoring, and fieldwork.