Unexpected Learning by Neophyte Principals: Factors Related to Success of First Year Principals in Schools

This paper reports the findings related to the International Beginning Principals study, which examined factors perceived by first year principals to both complicate, and account for, first year principalship successes in rural jurisdictions. Specifically, for this paper we deal with factors seen as significant in establishing oneself as a first time principal in a rural Canadian school. The general findings from this study centred on training and experience related to administration of schools. Many first time principals in rural schools had limited specific preparation for the principalship, or other related administrative roles such as the vice principalship. Such findings have taken on more importance in the last several years as school districts find it increasingly difficult to recruit principals for smaller rural schools.