Transitioning to Principalship: The Experiences of Lebanese Novice School Principals

Abstract

The shift from an industrial to a post-industrial society in which information and technology are dominant has significantly affected educators and educational leaders (Stevenson, 2006). Findings of empirical studies on novice principals show that, amidst the increasing complexity of their role, school leaders experience a reality shock during their first years on the job and are overwhelmed with feelings of stress and isolation (Kelly & Saunders, 2010; Spillane & Lee, 2014). Identifying the knowledge, skills, and dispositions that novices need in order to face the challenges of a highly context-related role is becoming increasingly critical to provide them with adequate support and enhance the quality of leadership in our schools (Crow, 2006). The review of the literature on Lebanese principalship reveals that no studies specifically focused on novice principals were conducted. As a starting point towards filling this gap in the literature, this study aimed at exploring the experiences of novice school principals in Lebanon as they transitioned into their new roles. In this qualitative study guided by the grounded theory methodology, individual interviews were conducted with a sample of 12 novice principals selected through purposeful convenience and snowball sampling from public and private schools in the Mount Lebanon and Beirut suburbs area. Individual interviews with two administrators in charge of recruiting and preparing principals also took place. Data gathered from interviews were analyzed following the interpretational data analysis method and the constant comparison technique was used as the main analytical tool. The findings of this study showed an obvious lack of preparation and effective induction of novices into the position. Beginning principals are left alone trying to take on the Lebanese conception of the principal’s role as being a “hero” in control of the situation, while in fact they are “warriors” struggling to survive in a system that provides less than minimal support to school leaders. Findings of this study have implications for both theory and practice. With regards to theory, what this study revealed contributes to the development of a culturally grounded conceptual understanding of early-career stage principalship in Lebanon. In practice, this knowledge base emerging from the Lebanese cultural and contextual realities serves as a framework to guide the development / revision and implementation of preparation and training programs for school leaders. It also offers policymakers a basis upon which to revise principal selection criteria and selection process; reconsider how principals are assigned to schools; and design an appropriate induction plan for novices.