Boundary Positions and Player-Managers: A Phenomenological Study of Elementary School Teacher-Assistant Principals

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  In Poster Session: Teacher Leadership

Abstract

The following is a phenomenological study of teacher-assistant principals in Catholic elementary schools. Drawing from player-manager and role theories, this investigation seeks to describe the lived experiences of these individuals, particularly how they perceive the benefits and constraints of their unique role in both faculty and administration. Analysis of participant interviews reveals three heuristic models of the teacher-assistantship experience: boundary teachers who ally more closely with faculty, boundary administrators who take on a more executive identity, and player-managers who equally participate in and bridge the administrative and faculty spheres. Findings also suggest that the experience of these teacher-assistant principals are highly dependent on the current principal and his/her perceived administrative needs.

Author

• John Luciano Beltramo, University of Southern California