Roles, responsibilities and professional identity of assistant principals in secondary Greek schools
Abstract
In this paper, we present the results of qualitative research on the role, duties, responsibilities and professional identity of assistant principals in the Greek secondary educational system. Prior research on assistant principalship have noted that the assistant principal can provide valuable preparation for principals, as they serve important leadership roles in schools by supporting both the principals themselves and the teachers. However, since these prior research papers there have been many important changes in schools and school leadership, including increased attention on how the assistant principal can advance equity for students and educators. Yet, policymakers, practitioners, and researchers have not reached a consensus about what the role of the assistant principal should entail, what policies should guide the development of the role, how to evaluate and support assistant principals, and how to prepare them for success as principals. Through this qualitative research, we sought to enable assistant principals’ voices to be heard and the richness of their experiences to be revealed. Using semi-structured interviews with a sample of 8 secondary school vice-principals, we sought to reveal their professional identity. First, we outlined their personality traits, the factors that seem to affect the exercise of their role, the conflicting issues they encounter in their daily work and their personal aspirations. Then, we extrapolated their professional identity. As a result of the in-depth analysis of their narratives, four aspects of their professional identity were highlighted: a) the manager expert, b) the pedagogical expert, c) the human relations expert, and d) the budding leader. Understanding the special conditions for the formation of each professional identity, we conclude that assistant principals are key players in Greek secondary schools, having special skills and characteristics. The importance of their role, therefore, needs to be acknowledged and be further supported by the state through mandated professional development programs and clear guidelines about their place within the school community.
Article Details
- How to Cite
-
Lazaridou, A., & Gorila, E. (2023). Roles, responsibilities and professional identity of assistant principals in secondary Greek schools. Preschool and Primary Education, 11(1), 1–18. https://doi.org/10.12681/ppej.29464
- Section
- Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
References
Allen, J. G., & Weaver, R. L. (2014). Learning to lead: The professional development needs of assistant principals. Education Leadership Review, 15(2), 14–32.
Armstrong, D. E. (2004). Personal change and organizational passages: Transitions from teaching to the vice-principalship in a reform climate. (Doctoral dissertation). ProQuest Dissertations and Theses database. (UMI No. NQ94525)
Armstrong, D.E. (2009). Administrative passages: Navigating the transition from teacher to assistant principal. Springer.
Aujata, C., Simatwa, E., & Yalo, A. (2014). Influence of conditions of Assistant Principals’ Leadership on job Satisfaction of secondary school deputy principals in Kenya: A case study of Hamisi Sub -County. Educational Research, 5(7), 207-224.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
Δρόσος, Β. (2011). Η σχέση του υποδιευθντή σχολικής μονάδας δευτεροβάθμιας εκπαίδευσης με τον Διευθυντή ως παράγοντας αποτελεσματικής ηγεσίας και διαμόρφωσης σχολικής κουλτούρας. Περίπτωση Ν. Φθιώτιδας (Διπλωματική εργασία). Πανεπιστήμιο Θεσσαλίας, Βόλος
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37, 677-692.
Day, C. (2004). Change agendas: The roles of teacher educators. Teaching Education, 15(2), 145-158.
Day, C., & Kington, A. (2008). Identity, well-being and effectiveness: the emotional contexts of teaching. Pedagogy, Culture & Society, 16(1), 7-23
Ευαγγελίδης, Γ. (2019). Ο ρόλος του υποδιευθυντή σχολικής μονάδας πρωτοβάθμιας εκπαίδευσης στην ενδοσχολική επιμόρφωση εκπαιδευτικών(Διπλωματική εργασία). Ελληνικό Ανοικτό Πανεπιστήμιο.
Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238.
Garrard, J. C. (2013). Instructional leadership of high school assistant principals in Northern California. (Doctoral dissertation,). ProQuest Dissertations and Theses database. University of the Pacific (UMI No. 3599949)
Goldring, E., Rubin, M., & Herrmann, M. (2021). The role of Assistant Principals: Evidence and insights for advancing school leadership. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/pages/the-role-of-assistant-principals-evidence-insights-for-advancing-school-leadership.aspx.
Goleman, D.(2011). Συναισθηματική νοημοσύνη: Γιατί το EQ είναι πιο σημαντικό από το IQ. Πεδίο
Goulais, L. (2008). Constructing self-efficacy: A case study of three secondary school vice-principals (No. MR38137) [Master’s thesis]. ProQuest Dissertations and Theses database.
Grodzki, J.S. (2011). Role identity: At the intersection of organizational socialization and individual sensemaking of new principals and vice-principals. Canadian Journal of Educational Administration and Policy, 127, 1-47.
Harvey, M.J. (1994). The deputy principalship: retrospect and prospect. International Journal of Educational Management, 8(3), 15 - 25.
Hausman, C., Nebeker, A., & McCreary, J. (2002). The work life of the assistant principal. Journal of Educational Administration, 40 (2), 136 - 57.
Hermans, H. J. M. (2001). The Dialogical Self: Toward a Theory of Personal and Cultural Positioning. Culture & Psychology, 7(3), 243–281. https://doi.org/10.1177/1354067X0173001
Θεοδωρίδης, Α. (2010). Παιδαγωγική ηγεσία και βελτίωση της διδασκαλίας και μάθησης στο σχολείο. Προγράμματα επιμόρφωσης νεοπροαχθέντων διευθυντών σχολείων δημοτικής και μέσης εκπαίδευσης. Παιδαγωγικό Ινστιτούτο. http://www.moec.gov.cy/dde/anaptyxi_veltiosi_scholeiou/tomeis_drasis/igesia_orama/parousiaseis/paidagogiki_igesia.pdf
Joseph, M.R. (2014). Assistant principals: Prescription for the principalship (UMI No. 3633311)
[Doctoral dissertation]. ProQuest Dissertations and Theses database. (
Καραγιάννη, Α. (2016). Ο ρόλος του υποδιευθυντή σε σχολεία της πρωτοβάθμιας εκπαίδευσης. Συγκριτική μελέτη με τον ρόλο του υποδιευθυντή σε δημοτικά σχολεία της Γερμανίας. (Διπλωματική εργασία). Ελληνικό Ανοικτό Πανεπιστήμιο.
Katzenbach, J. & Smith, D. (2005). The Discipline of Teams. Harvard Βusiness Ρeview, 71, 111-20.
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education. 9(5/6), 449-450.
Κουνούκλα, Σ. (2011). Η σχέση του υποδιευθυντή σχολικής μονάδας πρωτοβουλίας εκπαίδευσης με το διευθυντή και ο ρόλος του ως παράγοντας αποτελεσματικής ηγεσίας και διαμόρφωσης σχολικής κουλτούρας. Η περίπτωση της Φθιώτιδας (Διπλωματική Εργασία). Πανεπιστήμιο Θεσσαλίας.
Kwan, P. (2008). The vice-principal experience as a preparation for the principalship. Journal of Educational Administration, 47(2), 191-205.
Kwan, P. (2009). Vice-principals’ dilemma: Career advancement or harmonious working relationship. International Journal of Educational Management, 23(3), 203 - 216.
Kwan, P. (2011). Examining the mediating effect of job satisfaction on the relation between responsibilities and career aspiration of vice-principals. International Journal of Educational Research, 50, 349-361.
Kwan, P., & Walker, A. (2010). Secondary school vice-principals: commitment, challenge, efficacy and synchrony. British Educational Research Journal, 36(4), 531-548.
Leaf, A., & Odhiambo G. (2017). The deputy principal instructional leadership role and professional learning: Perceptions of secondary principals, deputies and teachers. Journal of Educational Administration, 55 (1), pp. 33-48.
Lee, C. J., Kwan, P., & Walker, A. (2009). Vice-principals: Their responsibility, roles and career aspirations. International Journal of Leadership in Education, 12(2), 187-207.
Liang, J., & Augustine-Shaw, D. (2016). Mentoring and induction for new assistant principals: The Kansas Educational Leadership Institute. International Journal of Mentoring and Coaching in Education, 5(3), 221–238. https://doi.org/10.1108/IJMCE-05-2016-0044
Lim, L., & Pollock, K. (2019). Secondary principals’ perspectives on the impact of work intensification on the secondary vice-principal role. Leading & Managing, 25 (2), 80-98.
MacDonald, E.J. (2004). Job transitions from teaching to administration in secondary schools: An investigation of role assumption (No. NQ91652) [Doctoral dissertation]. ProQuest Dissertations and Theses database.
Μαρίνος, Ε., (2005). Τα μεσαία στελέχη (middle managers) στο σχολικό οργανισμό. Ο ξεχασμένος κρίκος της ιεραρχίας. Πρακτικά 2ου Πανελληνίου Συνεδρίου Διοίκησης Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης Πανεπιστημίου Πατρών (τόμος IV). Πάτρα.
Marlow, S. E., Minehira, N. J., Pacific Region Educational Laboratory (Honolulu, Hawaii), & Hawaii School Leadership Academy. (1996). Principals as curriculum leaders: New perspectives for the 21st century. Hawaii School Leadership Academy.
Marshall, C. & Hooley, R.M. (2006). The Assistant Principal: Leadership Choices and Challenges, Corwin Press, Thousand Oaks, CA.
Marshall, C. (1990). A typology of the assistant principaiship: A model of orientation to the administrative career. (ERIC Document Reproduction SerassistantED326929). https://files.eric.ed.gov/fulltext/ED326929.pdf
Μάστορα, Μ. (2017). Οι απόψεις των διευθυντών, των υποδιευθυντών και των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης, του Νομού Ιωαννίνων, για το ρόλο του υποδιευθυντή και τη λειτουργία του στη σχολική μονάδα (Διπλωματική εργασία). Ελληνικό Ανοικτό Πανεπιστήμιο.
Matthews, L. J., & Crow, G. M. (2003). Being and becoming a principal: Role conceptions for contemporary principals and assistant principals. Allyn and Bacon.
Miller, T. & Miller, J. (2001). Educational Leadership in the New Millennium: A Vision for 2020. International Journal of Leadership in Education, 4 (2). DOI: 10.1080/13603120110034825.
Montanari, G. (2014). The Ontario leadership framework for Catholic principals and vice-principals:
Purpose versus practice (UMI No. 3687492) [Doctoral dissertation]. ProQuest Dissertations and Theses database.
Μπότσαρη, Λ. (2018). Η συμβολή του υποδιευθυντή στη λειτουργία της σχολικής μονάδας. Διερεύνηση των απόψεων των εκπαιδευτικών, διευθυντών και υποδιευθυντών δευτεροβάθμιας εκπαίδευσης στα Ιωάννινα(Διπλωματική εργασία). Ελληνικό Ανοικτό Πανεπιστήμιο.
Μπουραντάς , (2005). Ηγεσία: Ο δρόμος της διαρκούς επιτυχίας. Κριτική.
Nanavati, M., & McCulloch, B. (2003). School culture and the changing role of the secondary vice-principal. Research report prepared for the Ontario Principals’ Council. https://www.principals.ca/documents/School_Culture_and_the_Changing__Role_of_the_Secondary_Vice_Principal.pdf
O’Connor, K. E. (2008). You choose to care: Teachers, emotions and professional identity. Teaching and Teacher Education, 24, 117-126. http://dx.doi.org/10.1016/j.tate.2006.11.008
Oleszewski, A., Shoho, A., & Barnett, B. (2011). The development of assistant principals: A literature review. Journal of Educational Administration, 50(3), 264-286.
Πασιαρδής, Π. (2004). Εκπαιδευτική Ηγεσία – Από την περίοδο της ευμενούς αδιαφορίας στην σύγχρονη εποχή. Εκδόσεις Μεταίχμιο.
Ράπτης, Ν., & Βιτσιλάκη, Χ. (2007), Ηγεσία και διοίκηση εκπαιδευτικών μονάδων: Η ταυτότητα του διευθυντή της πρωτοβάθμιας εκπαίδευσης. Εκδοτικός Οίκος Αδελφών Κυριακίδη.
Read, S. P. (2012). Factors that influence the preparedness of teachers for the assistant principal role. In A. R. Shoho, B. G. Barnett & A. K. Tooms (Eds.), Examining the assistant principalship (pp. 11-34). Information Age Publishing, Inc.
Rex, L. A., & Nelson, M. (2004). How teachers’ professional identities position high stakes test preparation in their classrooms. Teachers College Record, 106(6), 1288–1331.
Rintoul, H. M., & Goulais, L. (2010). Assistant principalship and moral literacy: Developing a moral compass. Educational Management Administration and Leadership, 38(6), 745-757.
Rintoul, H. (2012). The new urgency of vice-principalship: Ethical decision making. In A. R. Shoho, B. G. Barnett & A. K. Tooms (Eds.), Examining the assistant principalship (pp. 111-124). Information Age Publishing, Inc.
Σαδραζάμη, Μ. Ν (2020). Ο ρόλος του υποδιευθυντή και η συμβολή του στην αποτελεσματικότητα της επίτευξης των στόχων μιας σχολικής μονάδας. Έρευνα σε Δημοτικά σχολεία (Διπλωματική εργασία). Ελληνικό Ανοικτό Πανεπιστήμιο.
Σαΐτης, Χ. (2002). Οργανωτικός σχεδιασμός του σχολικού μας συστήματος: Με πολλά ή λίγα επίπεδα διοίκησης. Σύγχρονη εκπαίδευση, προθήκη ΑΠΘ διαχείριση επιστημονικών εκδόσεων, 124, 62-71. https://ejournals.lib.auth.gr/index/index
Σαΐτης, Χ., (2005), Οργάνωση και ∆ιοίκηση της Εκπαίδευσης, αυτοέκδοση, Αθήνα.
Shoho, A.R., Barnett, B.G., & Tooms, A.K. (2012). Examining the assistant principalship: New puzzles and perennial challenges for the 21st century. Information Age Publishing, Inc.
Σκόδρα, Ε. (2010). Παράγοντες που διαμορφώνουν την επαγγελματική́ ταυτότητα των εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης: η επίδραση της εκπαιδευτικής πολιτικής (Διπλωματική εργασία). Πανεπιστήμιο Θεσσαλίας.
Skodra, E., Eliofotou-Menon, M., & Reppa, A.A. (2012). The role of educational policy in shaping the professional identity of secondary school teachers in Greece. The Cyprus Journal of Sciences, 10, 3-24.
Τζωρτζάκης, Κ., & Τζωρτζάκη, Α. (1999). Οργάνωση και διοίκηση. Rosili
ΦΕΚ 1340/2002 Καθορισμός Καθηκόντων - Αρμοδιοτήτων Προϊσταμένων Εκπαίδευσης,
Διευθυντών - Υποδιευθυντών, Συλλόγου Διδασκόντων.
Φρυδάκη, Ε. (2015). Η επαγγελματική ταυτότητα του εκπαιδευτικού και το μέλλον της Διδασκαλίας.
Κριτική.
Φωτοπούλου, Β. (2013). Επαγγελματισμός, επαγγελματική ανάπτυξη, επαγγελματική ταυτότητα και εκπαιδευτικός. Η περίπτωση των εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης (Διδακτορική διατριβή). Πανεπιστήμιο Πατρών.
Williamson, R.J. (2011). Leadership supports for first-time vice-principals: Coaching as a form of professional learning (No. NR78055) [Doctoral dissertation]. ProQuest Dissertations and Theses database.
Woods, P., & Jeffrey, B. (2002). The reconstruction of primary teachers' identities. British Journal of Sociology of Education, 23(1), 89-106.
