Teacher Leadership and Motivation in Securing Building Level Principal Positions

A concern within the Parkland School District is that teachers are choosing to not seek advancement in their careers to a principalship, yet are participating in coursework around Educational Leadership. This mixed-methods study analyzed the perceptions that Parkland School District teachers have related to teacher leadership and the role of a school principal. The purpose of this study was to determine if there were barriers present within the Parkland School District that prevented appropriately certified teachers from wanting to pursue a building principal position within the school district. Three research questions guided this study. The first question focused on teachers who obtained or were working to obtain a principal certificate and their perceptions on the role of a school principal. The second question focused on the structure within the Parkland School District for identifying teacher leaders and promoting them into leadership positions. The third question looked to address the relationship between teachers in leadership positions and their motivations to move into a principal position. Quantitative data collected through the use of a survey and qualitative data collected through semi-structured interviews were analyzed to draw conclusions on perceptions that teachers had on the principal position and the organizational structure to promote teachers into leadership positions. The research study analysis showed a desire to support teachers to prepare them to move into vacant principal positions within the school district.