The Principalship at a Crossroads: A Study of the Conditions and Concerns of Principals

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General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings. (2010, background): “It is interesting to note that many principals believe they are unprepared to be effective special education leaders (Crockett, 2002; DiPaola & Walter-Thomas, 2003; Salisbury, 2006) because they lack the necessary coursework and field experience (DiPaola & Tschannen-Moran, 2003; Parker & Day, 1997).”
Principals and stress: Few coping strategies for abundant stressors (2018, background): “Traditionally, principals were building managers who were charged with maintaining a safe school, handling the budget and maintaining student discipline (DiPaola and Tschannen-Moran, 2003).”
Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal (2018, background): “Perhaps foremost, they rarely have enough time in their day to spend on teaching and learning (DiPaola & Tschannen-Moran, 2003; Murphy, Hallinger, & Heck, 2013).”
Novice School Principals’ Sense of Ultimate Responsibility (2014, unknown): “…across managerial, instructional, and political realms (Cuban, 1988), and these varied realms all compete for the principals’ time and attention (Copland, 2001; Cuban, 2011; DiPaola & Tschannen-Moran, 2003; Goldring, Huff, May, & Camburn, 2008; Grissom & Loeb, 2011; Horng, Klasik, & Loeb, 2010).”