Principal experiences of succession

Abstract

This multiple case study explored the experiences of school principals and the usefulness of Peters' (2011) succession planning model. Ten purposefully selected principals from varying grade levels were interviewed; none reported a formal succession plan, and all had been assistant principals. The study concluded the assistant principal position has been useful in training future principals. Further, all principals had experienced a form of informal succession planning through recruitment and mentoring. Principal recruitment and sponsorship into their positions was the norm; however participants were confused by the inconsistent hiring preferences and procedures. The study concluded a formal succession plan benefited principals through transparency. Nine of the 10 participants felt overwhelmed and had career plans past their current position, although none were seeking a new job. Stress diminished through various support systems. Mentoring was considered a successful induction practice and a good principal support used by all principals; therefore, mentoring was essential to the principals' functioning. Recommendations were for districts to create succession plans with state and professional organizations support. Detailed interview data were coded to identify themes, triangulated with observations and artifact data, as well as within Peters' (2011) conceptual framework. The three elements of Peters' (2011) model were found to be useful descriptors of a fluid, dynamic model which could be used to create educational succession plans.