Files
Abstract
The role of the principal has changed significantly over the last two decades. Effective principals must have the capacity and confidence to respond to today’s unique challenges. The purpose of this action research study was to explore the role of district-level personnel in helping novice principals develop self-efficacy during their induction period. Through cyclical iterations, the design team sought to examine structures for professional learning and support for leaders in their second year in the role. A review of literature indicates that effective supports for novice principals include ongoing, job-embedded professional learning with application and reflection, clear feedback and coaching from respected supervisors and leaders, and mentoring from a trusted, trained colleague. Findings from this study align with the literature and highlight critical factors to support increased self-efficacy: 1) Core values, relationships, and trust undergird a novice leader’s ability to navigate the principalship confidently in an ever-changing world; 2) Novice principals who have mastery and vicarious experiences, feedback and coaching, and self-care strategies are better prepared to respond confidently to situations they have never experienced; and 3) The voices of the people directly impacted by induction should carry the most weight.