Investigating Principalship Motivations of Bilingual Teachers Attending Principal Preparation Program: Texas Case Study

• In Event: Educational Leadership Programs: Motivations for Preparation and Practice

Abstract

Abstract
The purpose of this qualitative study was to investigate the perceptions of bilingual teachers related to making the decision to enroll in the program and be a principal. The complexity of the principalship accompanied by a plethora of responsibilities has given rise to frequent principal resignations and retirement rates (Bass, Principal, & Lufkin, 2006). This is further complicated by promoting the leadership education of teachers who understand the challenges associated with educating the dual language population. Few studies have been conducted in association with pre-service principals’ motivating factors to serve on high needs campuses with English learners (ELs). The results showed that there internsic and extrinsic motivations that promotes principals candidates to shift their from teaching to leadership.

Authors

• Nahed Abdelrahman, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station