Disappearing principals: what is the real reason behind the shortage of applicants for principal positions across the state and nation? It's the job, stupid!

"Seeking school principals. Qualifications: Must be faster than a speeding bullet, more powerful than a locomotive, able to leap tall buildings in a single bound; must communicate in multiple languages. Ability to be in more than one place simultaneously, to perform miracles and to walk on water highly desirable. Blue uniform with tights and cape furnished by employer."

Most principals know the above job description and attendant expectations, though intended to be humorous, are not too far off the mark from the day-in and day-out life of a principal. The demands of students, teachers and parents could keep any principal actively engaged in leadership work at his or her site from sunup to well beyond sundown.

Principals are responsible for implementing curriculum mandates that include getting all students--including English language learners and students with identified learning handicaps--to achieve high standards, and for student performance on high-stakes assessments that could result in the eventual closing of the school.

Add to that the current budget crisis and inadequate funding for many instructional positions and educational programs, as well as the many new requirements of the federal No Child Left Behind legislation, and it's easy to understand why many principals report they are working 60- and 70-hour work weeks and still not getting the job done!

It's also easy to understand why even qualified candidates might be hesitant to seek principal positions. When Michelle Hunter talks about her first year as an elementary principal in Glendora, she says that she was trying to do everything and do it well, yet she describes the time and the work as a "blur."

Guy Roubian, Upland High School principal, says he "disappeared" into his job and his family became used to not seeing him.

The time demands of school leadership are enormous; the rewards, these principals and others tell us, are all intrinsic: they come from dong the job well and seeing kids learn (examples of Herzberg's notions of job satisfaction and McGregor's "Theory Y" at their best.).

Which leads us to the question: what really is the explanation for the shortage of credentialed applicants for principal positions that we've been hearing about for the past few years (Adams, 1999; Argetsinger, 2000; ERS, 1998).

Too few rewards

Directors of human resources express concern that fewer people are applying for administrative positions than in years past. They worry about having to reopen positions, re-advertise and re-interview if no qualified applicant is found.

This phenomenon is especially interesting because data indicate there is not a shortage of credentialed prospective administrators in California. Data released by the California Commission on Teacher Credentialing indicates that during the 1999-2000 school year 3,442 new administrative credentials were issued in California, representing about 41 percent of the total number of public school principal positions in the state.

During the previous year (1998-99) another 2,571 new administrative credentials were issued--bringing the two-year total to 6,013, or enough to fill about 72 percent of the principal positions in the state (Birch, 2001).

Yet, human resources directors and school superintendents tell us that they just don't have the applicant pool they had in previous years.

A colleague who teaches prospective administrators explains the shortage this way: "My students want their credential so they can do curriculum work in the central office. Most state they would never want to be a school principal because it's too demanding with too few rewards."

HR directors and superintendents across the state identify four major reasons why they believe qualified individuals aren't applying for principal positions, three of which can be summed up as follows: poor working conditions. In other words, "It's the job, stupid."

Low pay

First, they speak to the low pay of beginning principal positions. The pay differential between a beginning principal and an experienced teacher is not great, if it exists at all. Michelle Hunter (our principal who remembers her first year as a "blur") reports that accepting a principalship actually cost her money because of the additional hours of day care her fanny required.

If salaries are calculated on an hourly or even daily basis, the discrepancy between teacher and principal salaries appears even greater--considering principals typically work longer school days, longer school weeks and longer school years. The amount of pay for the amount of work simply doesn't match up well.

Finally, highly effective principals are in demand for other, often better-paying positions--both within and outside the education system.

Job stress

Second, principals speak of stress related to the job of school principal. Stress comes from many arenas, including public criticism and high accountability demands (consider the impact of the API and soon the AYP on stress levels of principals and teachers).

Stress comes from high levels of responsibility while authority and flexibility are simultaneously reduced via union contracts and fiscal and legal requirements. It comes from being the first head to roll if reform demands and targets aren't met; and from perceiving the job as, for the most part, thankless.

Job stress manifests itself in many ways. Health issues such as high blood pressure and weight gain are prevalent among principals who have been on the job for a few years.

Long hours

Third, superintendents and human resources directors report the long hours and time commitment required of principals is another reason why some prospective principals aren't applying for the job. Guy Roubian, our principal who "disappeared" from his family, reports he typically spends four to five nights a week at school for one event or another, and often has games or other events that he must supervise or attend on weekends.

The issue is not only that the days are longer or that work is required on weekends, but the school year is significantly longer, too, and that takes a toll on principals' personal lives (see Kerrins, Cushing, Johnstone, 2001).

So what can we do?

Solutions to what's really causing the shortage of applicants for administrative positions won't be simple to identify or implement, despite the misplaced belief that passing a test rather than completing a credential program will significantly increase the candidate pool. Nor will the solutions be the same from site to site, district to district or across the state.

In times of budget crises, increasing salaries won't be an option. And even if it were, the effects of increased remuneration--absent other substantive changes that address working conditions--probably wouldn't last for long.

Systemic support for principals

In our review of these issues, we've found that districts are exploring systemic ways to provide additional support to site administrators, including:

* additional released time and assignment of additional responsibilities, including instructional supervision, for high school teachers in leadership positions (such as department chairs);

* the notion of co principals, where leadership, responsibility and accountability are shared among two individuals (in a more equal way than is traditionally done with a principal and assistant principal who is usually in charge of discipline); and

* rethinking the job responsibilities of principals and allowing them to delegate the more technical aspects of the job (scheduling, routine correspondence) to an administrative assistant or secretary.

Other actions likely to foster principals' skill development and resiliency include providing time management classes and strategies, reducing the amount of and increasing the timeline for paperwork requirements, mentoring support, ongoing and supportive feedback from supervisors, opportunities to observe one another and participate in job alike discussions and problem-solving, greater technological resources and support, and built-in time for reflection.

District personnel must work with community members and legislators to help them better understand the demands on school principals, and to provide the legislative policies and personal support that will result in the job being both do able and perceived as worth doing.

While both Michelle and Guy clearly articulated the demands and difficulties of the principalship, both remained committed to the work they do. Michelle said, "The most gratifying part of this job is seeing students grow and helping teachers learn and grow. I'm still a teacher, only I have a different classroom. Now I'm a teacher of teachers."

We must find ways to encourage individuals with this attitude and perspective into leadership roles at the school site. Then we must do everything in our power to help them be successful. If we can do this, we won't need to be concerned about a principal shortage.

School districts, legislators and school board members should ask themselves the following questions: Are we identifying and mentoring prospective leaders into leadership roles? Have we identified various models and provided the support necessary for individuals to perform well--and thrive--in site leadership roles?

Are our demands and expectations for those in principal positions realistic and doable? Does our compensation package better reflect our job description and expectations for individuals in leadership roles and principal positions? Have we recognized the stress and health concerns often brought on by the job, and provided support in dealing with these issues?

If these questions are responded to in the affirmative, then we know we are on our way to reducing the shortage of quality administrative applicants for the principalship and ensuring that the necessary support is there for a rewarding career called "school principal."

References

Adams, J. (Sept./Oct. 1999). "Good principals, good schools." Leadership magazine. Association of California School Administrators: Sacramento, CA.

Argetsinger, A. (June 21, 2000). "Vacancies predicted in principal's office." Washington Post, page A 09.

Birch, L. (2001). California Commission on Teacher Credentialing Administrative Services Credential Application/ Issuance Information. (Available from the CTC, 1900 Capitol Avenue, Sacramento, CA. 95814-4213)

Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work. NY: John Wiley.

Kerrins, J.A., Cushing, K.S., & Johnstone, T. (2001). "Anticipated vacancies, hiring practices, and new principal competencies in school districts in the state of California, 1997-2003." Educational Leadership and Administration: Teaching and Program Development, 13, 73-87.

McGregor, D.M. (1960). The human side of enterprise. NY: McGraw-Hill.

National Association of Elementary School Principals (2000). Is there a shortage of qualified candidates for openings in the Principalship? An exploratory study. www.naesp.org/misc/shortage.html.

BURNOUT 

The ACSA/ CAPEA Committee has been researching the topic of the administrator shortage for the past three years. Its findings show that administrator burnout may be the principle culprit for the shortage. This is the first of two articles by members of the committee that will examine innovative practices by school districts to provide administrator support.

Katherine S. Cushing is an assistant professor of psychology at California State University, Chico, Judith A. Kerrins is professor of educational leadership and administration in the department of education at CSU Chico. Thomas Johnstone is assistant superintendent for personnel in the Lennox School District and chair of the ACSA/CAPEA Committee.