Proponents

 Increasing number of teachers who

are promoted to school principals
 Preparedness of the teachers in the
transition with regards to functions,
duties & responsibilities(Fuller,2009)
 Changes in personal and profession
al perspective that go along with pro
motion (Palma 2011)
 RELATED LITERATURE

PRINCIPAL SUCCESSION: TRENDS AND IMPACTS

A Doctoral Thesis Presented to the
Faculty of the College of Education
University of Houston
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
in Professional Leadership
by
Catherine Bartlett
May, 2011
 Bartlett (2011) addressed planning for
principal successions and mentoring and
assistance for new principals. The study
showed that there was a lack of long-range
planning by school districts regarding the
principal vacancies.
In addition, principals in transition at all
levels felt the need for mentoring and
assistance. The study also addressed the best
time for new principals to start, the
beginning of the school year
 Bartlett (2011) The principal of the school
wears many different hats, of course, and all
of them with probable impact on the
students. A strong leader has the ability to
generate high expectations, create a sense of
urgency in instruction, encourage sharing
professional collaboration, and build an
appropriately challenging curriculum.
 RELATED LITERATURE

Transitioning to a New Principal From the Teachers’

Perspective:
An Interpretive Case Study
A DISSERTATION
SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION
OF THE UNIVERSITY OF ST. THOMAS

By
Bruce Colglazier Pappas
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
DOCTOR OF EDUCATION

March 2016
 The time of transition to a new
principal is unsettling for teachers, but it
can also be exciting. Principals play a pivotal
role in setting the adult and student culture
in schools. It is only natural that selecting
the right fit for the school and wondering
what effect a new principal will have on the
school culture are among the teachers’ top
concerns. The transition holds promise for
teachers that a new principal will maintain
the positive aspects of the school and make
changes for the better. Pappas (2016)
 RELATED LITERATURE
SCHOOL LEADERS:
CHALLENGING ROLES AND IMPACT ON
TEACHER
AND SCHOOL EFFECTIVENESS
Bill Mulford
Professor and Director
Leadership for Learning Research Group
Faculty of Education
University of Tasmania
April 2003
 Transition from one career stage to
another, for example from teacher to
head of a subject department or school
principal, also brings its own difficulties
and issues (for example, for a case study
of a woman principal in the Norwegian
context see Moller, 2002)cited in Mulford
2003
Theoretical Framework
The study was enhanced by Maslow’s Theory of
Hierarchy of Needs as presented by Marin and
Joomins (2007). This theory highlighted the
significance of self-actualization.
 This study was anchored from Abraham Maslo
w’s Hierarchy of Needs, specifically the needs for s
elf – actualization. Teachers being professional indiv
iduals seek other significant things which prove the
ir worth. To be promoted to a higher position in t
he teaching profession is one of these. Further, wh
en promoted to a higher level of position, as scho
ol leaders a continuous search for self-actualizatio
n still present.
 Research Problem:
Central Question
What is the essence of the lived
experiences of Elementary and
Junior High School teachers
promoted as school heads/ school
principal?
Corollary Questions:
1. How do the co-researchers describe their
experiences as they transitioned from
classroom teachers to school leaders?
2. What themes emerged from the testimonies
of the co-researchers?
3. Based on the consolidated findings and
reflection, as an output of the study, what
instrument can be developed to properly
guide Elementary and Junior High School
Teachers when promoted to school
principal?
SCOPE & DELIMITATION
The study focused on the perplexities of promotion
among elementary teachers and junior high school
teachers who are newly promoted to school principals in
the Division of Calamba. This presents the lived
experiences of the newly promoted school principals in
the Dision of Calamba in terms of the changes in their
personal/private and professional aspects of their lives.
 The participants/ co-researchers of the study were five
(5) newly promoted school principals in the Division of Cal
amba. Among the five (5) school principals , there were tw
o (2) school principals from the elementary and three (3) s
chool principals from the secondary level all are newly pro
moted to principals.
Definition of Terms

To facilitate the clarity and understanding, the researcher defined the

following terms operationally:
Promotion – it is the act of moving someone to a higher important
position or rank in an organization

Principal – he/she a school head, responsible for the over – all

operations and supervision of a school

Perplexities - These are the issues and changes (personal and

professional aspects) that are encountered by the newly promoted
elementary and junior high school teachers to school principals

Transition- it is the shift from being a classroom teacher to a school

principal
Significance of the Study

This research work aspires to improve the level of preparedness among teachers in the
Junior High School Department promoted to school principals making them school
leaders.

 Teachers aspiring to become school principals : The lived experience

s narrated by the co-researchers of this study will be a great essential to a “wo
uld be “school principals, and present school principals who have just been pro
moted, for them to be well guided on how would they adjust themselves in the
aspect of private life and professional life as they perform their roles and respo
nsibilities of as school leaders/school principals.
 Teachers who are newly promoted as School Principals : the output
of this can be utilized by the newly promoted school principals in dealing with
everyday performance of their responsibilities. This will be their guide on how
to adjust and adapt to the existing norms and trends in the educational system,
educational institution and in the community. This study will also give them real
izations on the changes in their lifestyle routines that are expected of them as
they are the highest position in their respective schools as narrated by the live
d experiences of the co-researchers of this study.
Research Design
The researcher utilized the qualitative research
design, but the approach used is transcendental
phenomenology. In transcendental phenomenology,
the researcher analyzes the data by reducing the
information to significant statements or quotes and
combines the statements into themes. From these
themes, the researcher develops a textural
description of what the participants experienced
and a structural description of how they
experienced it in terms of conditions, situations or
context(Creswell, 2007). The combination of which
“conveys an overall essence of the experience”.
This principle is essential to effective data analysis.
Research Design
Meanwhile, qualitative research is
appropriate to be used in this study for this
zeroes in on the lived experiences of the co-
researchers to answer and to determine
various aspects of being a principal that are
changed as they transition from the classroom
setting to school leaders. Moreover, the study
uses the qualitative method through oral and
written interviews to present and describe
the lived experiences of the co-researchers
with regard to the perplexities they
experience with promotion.
Co-Researchers of the Study
The co-researchers of the study are
the newly-promoted school principals
from the Division of Calamba. Among
the five (5) co-researchers, two (2) are
elementary school principals and three
(3) are secondary school principals. The
co-researchers are on their second
year and third year of service of being a
school principal of their respective
schools.
Co-Researchers of the Study
The following sub-questions were asked from
the co-researhers during the conduct of in-
depth interview:
1. The Transition Period from being a seasoned
classroom teacher to a school
leader/principal.
2. The privileges that go along with principalship.
3. Changes in personal and professional
perspectives.
4. Attributes of a leader that need to be
developed or enhanced.
Instrument of the Study
In gathering pertinent information, the
researcher uses five (5) guide questions
which are in turn used as interview
questions for teacher-respondents.
Thereafter, the researcher will personally
approach the three (3) English teachers and
explain the endeavor of her inquiry and the
purpose of the interview. The interview
will start on ____________and
completed on ____________, 2017.
 Sub-questions:
1. The Transition Period from being a
seasoned classroom teacher to a school
leader/principal.
2. The privileges that go along with
principalship.
3. Changes in personal and professional
perspectives.
4. Attributes of a leader that need to be
developed or enhanced.
5. The challenges that a principal faced during
the transition stage.
Data-Gathering Procedure
Before the conduct of the survey, the
researcher will obtain permission from the
Schools Division Superintendent.
Thereafter, upon the approval of the SDS, a
formal letter will be sent to the co-
researchers. Personal interviews will be
conducted on the time and date agreed
upon. The result of the interviews will be
recorded, transcribed and analyzed.
Themes will be generated out of the
interviews conducted.
Ethical Considerations
The researcher will follow ethical
guidelines as specified in the Research Manual
of the school. Ethical considerations are
taken into account throughout the study. The
co-researchers in the survey have participated
voluntarily. The researcher will ask the
consent of the participants and explain to
them the importance of the objective of the
study. The data and the information gathered
are kept in confidential. The works of other
researchers and authors are properly
organized.
Qualitative Data Analysis

After gathering all the data coming from

the interviews conducted, the researcher
will transcribe the interviews verbatim
with her five co-researchers. Afterwards,
he will extract the similar responses of his
co-researchers, categorize them by themes
and cluster. The emerging themes will be
extracted from the similar responses per
line of the verbatim transcription.
Thank you!