Author: Brady Stallard
Stallard, Brady, 2024 Understanding aspiration to principalship: Perspectives of potential principals in Catholic Education South Australia, Flinders University, College of Education, Psychology and Social Work
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The increased demand for principals to lead educational jurisdiction’s due to a significant proportion reaching retirement age collectively presents a challenge which has been exacerbated by increasingly more beginning principals leaving prematurely and more teachers perceiving the role of a principal as being too onerous and unattractive. This original contribution to knowledge has generated an understanding of what sustains or diminishes the aspiration to pursue principalship within Catholic Education South Australia (CESA) which is valuable for creating an ongoing supply of motivated and qualified principals to ensure Catholic schools continue to thrive in the future.
The aim of this research is to understand the enabling factors and barriers to principalship with the objective of generating contemporary knowledge and understandings for an educational system to better develop and cultivate practices that meet the anticipated school recruitment needs.
Through utilising a case study methodology, the data gained from qualitative analysis of 21 semi structured interviews with teachers registered in the key CESA leadership induction programs; Aspiring Leaders and CESA Middle Leaders Programs generated insights into understanding the aspiration to continue to pursue, or relinquish a participant’s aspiration to principalship in CESA.
The key findings from the thematic analysis illuminated enabling factors such as the need for a strong supportive network consisting of a mentor and coach who provide clear guidance, the need for a high level of personal confidence, the need for self-awareness, the necessity for opportunities to grow skills necessary for principalship, a personal commitment and the need for alignment with the Catholic Church’s teachings. Almost all participants identified that they were concerned that the Catholic church was out-dated and expressed a concern having to be morally aligned to an organisation with perceived outdated practises surrounding marriage, divorce, non-Catholic, and same sex relationships. This research also identified more flexible arrangements that cater for family pressures, extra study commitments, competing family priorities and time restrictions, could alleviate barriers caused by the tension and perceived demand experienced by aspiring principals who are challenged by the commitment of the school principal role.
Building on this underdeveloped field of research, this qualitative study captures an understanding of what fosters principal aspiration, providing a valuable insight on factors that contribute to the notion that school principalship is attainable. The interplay of intrinsic and extrinsic motivation has the potential to further enhance work engagement and occupational commitment. Work engagement is inextricably linked to career growth, wherein progress towards career goals and professional development strongly relate to work engagement, surpassing extrinsic factors like promotion and remuneration. Understanding how future aspiring principals perceive and value their work will furnish CESA to design more tailored and effective school leadership training.
Through creating systematic approaches to identify potential future leaders and effectively manage their career progression through progressive career guidance, career mapping, mentoring, coaching and networking to empower the aspiring leader to shape their career trajectory, preventing potential misalignment and expediting the mentee’s journey towards professional expertise more efficiently. Therefore, ultimately contributing to the continual progressive trajectory and effectiveness and longevity of the careers of future principals.
Knowledge of the enabling pathways and barriers experienced by those who have previously enrolled in either the CESA Aspiring Leaders or CESA Middle Leaders Programs could additionally act as a review and will inform future CESA programs.
Keywords: Catholic Education, Catholic Education South Australia, Principal, Principalship, Aspiring, Potential principals, Enabling principalship, inhibitors to principalship
Subject: Education thesis
Thesis type: Higher Doctorate
Completed: 2024
School: College of Education, Psychology and Social Work
Supervisor: Shane Pill