Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Kropiewnicki

Abstract

Research has focused on the various reasons why high school principals leave their positions, yet minimal research has been done on the reasons why they stay. The problem of inconsistency of high school principals’ tenure within the first 4 years of service was addressed in this study. Deci and Ryan’s self-determination theory was used in this exploratory case study to explore the perspectives of eight high school principals in one region of California who continued to serve for 4 years or more through a strengths-based approach to the problem. Research questions were focused on the motivators that high school principals perceived as having influenced their decision to remain in the position, the challenges they overcame, and their recommendations to increase the consistency of service. Data were collected with semistructured interviews and analyzed in a multicycle thematic analysis. Findings indicated that principals continued in the position by (a) building strong relationships with stakeholders, (b) retaining a strong belief that they could make a difference despite having a sense of lack of control, and (c) overcoming challenges within the position that affected their lifestyle. The principals recommended various supports to increase consistency such as principal autonomy and a supportive superintendent. This study contributes to social change by addressing the problem of principal continuity to support school district leaders by providing recommendations to increase high school principals’ tenure.

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