![]() ![]() Additionally, this focus should provide districts with more adequately prepared, efficacious, emotionally intelligent and competent school leaders for their pool of vice-principals, ready to take on the principalship.ĭespite the contention that principals play such a critical role in the daily work life of vice-principals and, by association, their leadership formation, there is scant literature on the critical relationship between these two prominent leaders within schools (Kwan, 2019 Wong, 2010). In fact, establishing more intentional and structured forms of personal and professional engagement for principals and vice-principals not only supports vice-principals’ leadership training but can revitalize efforts at school improvement at the local level (Wong, 2010), as principals and vice-principals intentionally, thoughtfully, and collaboratively focus their efforts on managerial, organizational and leadership tasks that promote school improvement. ![]() (2012) believe that principals have the “power to provide meaningful growth and development” for their vice-principal, fostering a constructive relationship that provides training and job-embedded opportunities that mirror the work life of the principal (p. When driven by explicit focus and direction, however, Barnett et al. Unfortunately, the positive impact of principals on vice-principals’ leadership development is more often by accident than design matched to the unique school contexts and the contingent work life demands of individual principals and vice-principals rather than driven by explicit conceptual and/or programmatic frameworks (Kwan, 2019) or specific designs or aspirations for the vice-principalship. My tenure as a school administrator along with my research (Swain, 2016) and reading in school leadership confirm for me that school principals play a pivotal role in the personal and professional growth of vice-principals (Barnett et al. ![]()
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