Assistant Principals’ Perceptions of the Principalship




School Leadership, Self-Efficacy, Practice, Assistant Principal, ANOVA


Education research has established a significant relationship between school leadership and students’ achievement. This study considered the leadership self-efficacy and practice of public school assistant principals (AP) in the domains of facilitating a supportive collaborative learning environment, instructional leadership, school improvement, management, and family and community relations, as perceived by APs' self-report. Findings of this study suggest that, in addition to the strengths in the domain of facilitating a collaborative learning environment and efficacy around family and community engagement, there were explicit gaps in the instructional leadership and school improvement practices of APs that need to be addressed. The study also confirmed that there continues to be a proliferation of duties and a lack of consistent set of practices.

Author Biography

Thomas Lee Morgan, University of Northern Colorado

T. Lee Morgan is an assistant professor of educational leadership and policy studies at the University of Northern Colorado. His research focuses on school leaders' actions that support culturally inclusive school climate and college readiness.




How to Cite

Morgan, T. L. (2018). Assistant Principals’ Perceptions of the Principalship. International Journal of Education Policy and Leadership, 13(10).