Theorizing New School Principal Socialization From a Role Boundary Perspective

• In Event: Socialization and Identity Development in Educational Organizations: Theoretical and Practical Perspectives on Instructional Improvement Efforts

Abstract

The paper develops theoretical explanations of the experience of new school principals. It reports the experience of seven headteachers in England who were interviewed periodically during their first three years in post. Twenty two critical socialisation incidents were identified and interpreted using the role boundary concept, which demarcates between legitimate and non-legitimate practices in relation to a role-as-position. Headteachers experience socialisation as difficult role boundary interactions typically relating to establishing the authority to allocate tasks, responsibilities and resources; and create and ensure the application of organisational procedure. Boundary interactions can be immediate, intense and a source of conflict. The research confirmed and explains the challenging nature of headteacher socialisation and established the explanatory value of the role boundary perspective.

Authors

• Matt Cottrell, St. John's CEVC Primary School

• Christopher R. James, University of Bath