Beginning as a principal in New Zealand: learning from the sector

ABSTRACT

This article presents findings from a study into the reality of beginning as a principal in a New Zealand secondary school. The views of beginning, experienced and former principals are presented and discussed drawing on the literature of organisational sensemaking. The findings suggest that the challenges of unexpected occurrences, relationship issues and isolation remain throughout a principal’s career. Beginning principals are faced by the daunting prospect of meeting these challenges while at the same time facing the legacy of the previous incumbent and striving to make sense of their new role. The participants offer suggestions for support for beginning principals during this crucial time.

KEYWORDS:

• Beginning principals
• socialisation
• sensemaking
• challenges
• leadership
• schools

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1 Where the Ministry of Education perceives that there is a risk to the operation of an individual school, or to the welfare or educational performance of its students, they may apply a statutory management intervention.