Task Analysis of the Duties Performed in Secondary School Administration.

Abstract

Researchers on the job of principal have discussed the increasing complex nature of educational leadership. Some have even suggested why the principal's position is one that fewer and fewer teachers seek to fill (Fenwick, 2000). A recent report (Rayfield, 2002) suggests that the job of a principal is complex and difficult, and many duties of the principalship are not identified as positive factors in job satisfaction. This is to give an analysis of the job-specific tasks that were identified during the study. ********** Educational leaders are becoming hard to find. The shortage in qualified people seeking to serve in a principal's position is well documented (Fenwick, 2000; Potter, 2001, ODE, 1999). That the shortage exists is really not in question, however, we might ask, does a shortage of principal candidates exist? In a report presented at the NCPEA conference in Burlington, VT. in 2002, the satisfaction levels of principals, with regards to the many duties they must perform were reported (Rayfield, 2002). That report suggests that the job of a principal is complex and difficult, and many duties of the principalship are not identified as positive factors in job satisfaction. This is to give an analysis of the job-specific tasks that were identified during the study. Researchers of the various positions in the field of educational administration have discussed the increasing complex nature of educational leadership. Some have even suggested why the principal's position is one that fewer and fewer teachers seek to fill (Fenwick, 2000). McAdams (1997) describes a shrinking pool of applicants for the vacancies across the educational community. Many in the educational leadership research community have reported that the educational community is facing a shortage of principal candidates (Fenwick, 2000; Zellner, et.al. 2002). Fenwick (2000) has studied the national shortage of qualified people to serve in the position of building principal. Professor Fenwick offers two primary reasons for the shortage: 1. The people currently serving as principals across the broad educational community are reaching retirement age. 2. Fewer teachers demonstrate a desire to fill the vacancies in educational leadership. In a report from the Ohio Department of Education (1999) the notion of looming retirements of the people presently serving as principals and the potential crisis for the school districts in Ohio is discussed. This report indicates that nearly 60% of the people serving in the educational leadership role will be eligible for retirement in four years. Additionally, in Ohio, there were 237 people serving in the position of building principal were practicing under an emergency certification status (J. Nichelson, personal communication December 6, 2001). The notion that the principalship is a position that fewer and fewer educators aspire to is germane to the discussion. Why would teachers choose not to become principals? Sergiovanni (2001, p. 17) reports on the ever-changing role principals are taking on. The duties of the principalship continue to expand (Portin, Shen, & Williams, 1998). This expansion has created a situation in which principals have to make choices relative to the duties that will consume their time. With a recent emphasis on educational leadership and a reduced emphasis on managerial duties, principal preparation programs are training administrators for the position of instructional leader (ISLLC, 1996). Portin, et. al. (1998) provide evidence of building level administrators having to make difficult choices between instructional leadership and managerial tasks. What appears to be constant with regards to the principalship is that this role continues to expand (Sergiovanni, 2001, p.17). New responsibilities are added, however, no responsibilities are deleted. Sergiovanni's work on the complex and changing nature of the principalship may be frightening to many educators. …