Principal Succession in High Socioeconomic Status Secondary Schools

Abstract

Incoming secondary level administrators in the public schools who serve high socioeconomic status (SES) students and their families face real challenges every day. Six experienced, southern California high school principals who serve these students were surveyed to assess their opinions related to succession, their role in the broader school community, attitudes of high SES parents which affect their jobs and challenges faced by students and teachers at their schools. These principals were subsequently interviewed to provide a deeper understanding of this topic. The goal of this study was to investigate the perspectives of principals who are leaders at high SES secondary schools regarding factors, strategies and procedures that could assist with a positive leadership transition for the entire school community.