Research Report
Hogan, A.D., (2023). Exploring Principalship Aspiration: Factors influencing Assistant Principals to progress to the Principalship, in Gippsland Victoria. Federation University, Australia.
Executive Summary: School principals play a significant role in leading school improvement, and ultimately shaping the educational outcomes and lives of hundreds, if not thousands of children. Academic research suggests the principal role continues to grow in complexity, while in many jurisdictions including Victoria, applicants for principal positions declines. The findings indicate that despite some general assumptions across the system, there is interest in the principalship within the assistant principal ranks. Drawing comparison to previous research, it was found that assistant principals have a relatively accurate perception of the principalship, and that their perception primarily comes from observing practicing principals (distinct from leadership courses, or theory). Assistant principals in Gippsland value the opportunity the principalship offers in regards to autonomy, the ability to shape lives and influence the direction of the school, and the opportunity to challenges themselves professionally. The majority of assistant principals indicated they would consider promotion to principalship, but timing in life was a significant factor, as well as wellbeing and available support. The barriers found through this research were significant to the interviewees, creating pivotal hinge-points in their consideration of whether to apply to principalship at some point in their career. The two most prominent concerns for assistant principals is the impact on personal and family life given the amount of work they perceive the role requires; and the impact on their own health and wellbeing based on first-hand accounts of principals impacted by the stress and demands of the role. Adequate preparation, induction, mentorship, support, work-life flexibility and leadership coaching were key ideas put forward by assistant principals that would increase the attractiveness of the principalship from their perspective. Some felt policy level changes and system investment were feasible and could make a significant impact, whilst a small number of interviewees felt this challenge was deeper, rooted in the school, community and societal expectations of what a principal ‘should be’. The report outlines 12 recommendations for consideration.
Research Theses
Hogan, A.D., (2015). Victorian Principal Preparation and Development: An exploration of principal preparation in the Victorian Government school system. Monash University, Australia.
It has been well documented that the role of school principals has become increasingly complex and demanding. In turn, newly appointed principals are faced with greater challenges and steeper learning curves as expectations and accountabilities continue to rise.
This study took a mixed methods approach to examining the effectiveness of current preparation opportunities in the Victorian government sector, in Australia. A total of 744 principals completed a postal questionnaire, while nine principals were interviewed following a semi-structured format. Findings from each method converged, suggesting that extended shadowing was the most effective method to prepare principal aspirants for the role. Mentoring also rated as highly effective, although structures need to be in place to ensure this is a positive experience for both the mentor and mentee.The apprenticeship model of progressing through the roles of leading teacher and assistant principal proved to be a very effective pathway, and one most commonly used by aspirants. Performing the role of leading teacher was particularly useful in preparing for the human leadership element of the role, however an assistant principal role was the most effective of the two, providing strong growth in technical, human and cultural leadership. These three findings concur with previous research that adult learning in educational leadership needs to be real life problem solving and enquiry based, with opportunities for reflection. It also needs to have an element of theory that is strongly linked to practice. The support of an aspirant’s own principal was also shown to be a pivotal element to preparation. In most cases this proved to be a very positive support, although perceived support from the Department of Education was a major concern for principals. In light of this the importance of school networks and collegiate networking was frequently highlighted.
Article Publications
Hogan, A.D., (2025). When AI feels human: Psychological Risks and Benefits for Adolescents. LinkedIn Publishing.
Hogan, A.D., (2015). Principal Preparation: Sink or Swim? Principal Matters. Secondary Principals Association of Australia.