Barriers to Becoming a School Leader: Perspectives of German and U.S. Principals

• In Event: Red Tape: Worldwide Impediments Toward Successful Education

Abstract

School principals’ contributions to the success of schools are well-recognized in both Germany and the U.S.A. However, attracting qualified candidates to become principals is a challenging endeavor in both countries. This study’s purpose was to identify barriers that may lessen the motivation of teachers to become school principals. Using exploratory factor analysis, survey responses of 159 German principals and 134 U.S.A. principals were analyzed. Using Vroom’s Expectancy Theory of Motivation, the findings suggested that addressing teachers’ concerns about increased job demands/time, relocations, needing specialized knowledge, handling circumstances beyond their control, and leaving satisfying work circumstances would increase the teachers’ instrumentality and would therefore positively impact their motivation to become principals. Conclusions and implications of these findings are examined.

Authors

• Dawson R. Hancock, University of North Carolina - Charlotte

• Ulrich Müller, Pädagogische Hochschule Ludwigsburg, University of Education

• Chuang Wang, University of North Carolina - Charlotte