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Evaluating Teacher-Leaders for Careers as Administrators: Effects of Job Attributes, Teacher Leader Role, and Teaching Assignment Area

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Abstract

Recruitment of public school administrators is an important issue due to the shortage of qualified job applicants nationwide. The shortage of applicants requires school districts to evaluate their internal pools of potential applicants for administrative vacancies. This evaluation research addressed the recruitment of teacher-leaders to serve as assistant principals (APs) using a recruitment simulation technique. The participants were secondary school teacher-leaders who were counselors, school council members, department chairs, or resource teachers. The evaluation technique used involved an innovative experimental design approach. Teacher-leaders, whose current or past primary teaching assignment was in the core content areas (e.g., English/language arts, mathematics, science, social studies), rated the job of AP highest. Resource teachers rated the job significantly higher when the AP job emphasized instruction than when the job emphasized discipline. Implications for recruitment practice and future research are discussed.

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Authors and Affiliations

  1. Jefferson County Public Schools, Iroquois High Magnet Career Academy, 4615 Taylor Boulevard, Louisville, KY, 40215, USA

    Brian T. Shumate

  2. Jefferson County Public Schools, VanHoose Education Center, 3332 Newburg Road, Louisville, KY, 40218, USA

    Marco A. Muñoz

  3. College of Education and Human Development, University of Louisville, Education Building, Room #335, Louisville, KY, 40292, USA

    Paul A. Winter

Authors
  1. Brian T. Shumate
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  2. Marco A. Muñoz
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  3. Paul A. Winter
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Correspondence to Brian T. Shumate.

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Shumate, B.T., Muñoz, M.A. & Winter, P.A. Evaluating Teacher-Leaders for Careers as Administrators: Effects of Job Attributes, Teacher Leader Role, and Teaching Assignment Area. J Pers Eval Educ 18, 21–38 (2005). https://doi.org/10.1007/s11092-006-9007-2

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