Newly Appointed Principals in High-Needs Schools: Building Trust in the First Months

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-6 - Transformation Leadership and Data Usage in High-Needs Schools

Abstract

This paper uses qualitative methodology to explore how 13 newly appointed principals transitioned into their new schools. Findings from interviews conducted within the first six months on the job showed that knowing the school, letting the school's stakeholders know them and seeking allies and validation for the direction they sought to implement were the main topics of conversations with their new community members. The fact that they were working in high needs, low performing school was seen mostly as an opportunity to turn the school around. These findings are discussed in light of the role of trust building in leadership succession and how novice principals learn to lead.

Authors

• Carmen Montecinos, Universidad Catolica de Valparaiso

• Luis Ahumada, Pontificia Universidad Catolica de Valparaiso

• Maria Veronica Leiva, Pontificia Universidad Catolica de Valparaiso

• Barbara Toledo, Pontificia Universidad Catolica de Valparaiso