Abstract
Problem and purpose. Insufficient information existed about what motivated teachers to become school principals and if those motive factors had been realized. While research has been conducted concerning why teachers—some with administrative credentials—chose to not seek a principalship, little had been done to examine the motivations of those who aspired to and actually had obtained site administrative positions. The purpose of this study was to identify to what degree identified factors, as perceived by successful California elementary school site administrators, motivated them to become site administrators. It was also a purpose of this study to identify to what degree those motivational factors were perceived to have been realized by site administrators. Methodology. Thirty-seven exemplary elementary school principals were randomly selected from nominees for the Association of California School Administrators (ACSA) Elementary Principal of the Year award during 1999 through 2004. The data for this study were collected through one-on-one telephone interviews. Findings and conclusions. The study found that eight previously identified motivating factors for seeking an elementary principalship were reaffirmed and data regarding the satisfaction or realization of those factors while in the position were obtained. Ninety-two percent of responses indicated research items and their realization were perceived as being "somewhat" or "greatly" by the subjects. There were small differences of perceptions between experience levels and gender, and among age groups. The results of this study indicated an optimistic and rewarding view of how elementary principals see their duties and associated satisfactions. When asked for their perceptions of the realization or satisfaction of motives for becoming a principal, the mean responses indicated a high level sense of accomplishment and fulfillment. The great similarity of responses among experience levels, genders, and age groups indicates that there is substantial uniformity of agreement that the motivating factors for seeking a site administrator position, and the realization of those factors, as studied in this research are of importance in making the decision to become a elementary administrator in California. The preponderance of responses indicated feelings of growth, satisfaction in helping others, optimism, and pride in their success of meeting challenges. This strongly suggests that the motivations for seeking the principalship are consistent with Herzberg's motivation (growth) factors. Recommendations. The following recommendations are made: (1) the characteristics and attitudes of exemplary administrators should be made available to those considering the pursuit of an elementary principalship, and (2) data obtained by this research should be incorporated into educational administrative services curricula.