Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 47

Journal of K-12 Educational Research 45 There were role requirements of principals not voiced during the interviews for the current study that are supported by the research. Principals are responsible for all of the actions related to the operations and management of the campus (Darling-Hammond, Lapointe, Meyerson, Orr, & Cohen, 2007; Robbins & Alvy, 2014; Seashore Louis et al., 2010). Principals are responsible for ensuring equity for their students and preventing the marginalization of student groups (NPBEA, 2015; Salazar, Pazey, & Zembik, 2013). The principal role includes effectively leading throughout constant changes in global, national, and local cultural norms, policies, and demographics (Headden, 2014; Levine, 2005; Robbins & Alvy, 2014). The role of the charter principal is similar to the role of a traditional public school principal (Campbell & Grubb, 2008; Hedges, Ruddy, Boyland, Swensson, & Kennedy, 2018), but charter principals have additional role requirements as shown in Table 1. Charter principals often have enrollment, fundraising, marketing, and budget responsibilities (Bowman, 2000; Carpenter & Peak, 2013; Cumings & Coryn, 2009). Charter principals are often required to be politically active in their advocacy for charters (Campbell & Grubb, 2008; Gawlik, 2008; Welch, 2002). In Texas, charter principals face different challenges with staff hiring and retention due to the nature of charter schools and campus and principal autonomy (Finn & Kanstoroom, 2002; Gawlik, 2008; Welch, 2002). In Texas, the principal role has additional challenges and opportunities because charter teachers are at-will rather than under contract (Cetinkaya, 2014). Supporting Principals The current study participants shared principals need to be supported with collaborative time with other principals, a direct supervisor, trust from central office leadership, and the support of other departments. Principals need time to collaborate with their fellow principals to solve problems of practice, get advice from someone in a similar position, share ideas, and to provide emotional support (Grissom & Harrington, 2010; Kelchtermans, Piot, & Ballet, 2011; Poirel & Yvon, 2014; Thomson & Perry, 2006; Tognieri & Anderson, 2003). A properly trained and prepared district supervisor with a manageable caseload of principals can be a strong support both as a mentor or coach for campus principals (Dautremont, 2018; Tognieri & Anderson, 2003). Principals need to know they have the trust of central office administrators in their authority and are supported in their decision making (Bottoms & Fry, 2009; Corcoran, Fuhrman, & Belcher, 2001; Poirel & Yvon, 2014). Principals need the support of the other departments and groups in the school system in order to ensure they have the necessary staff and resources and resolution for technical and maintenance issues (Bottoms & Fry, 2009; Clarke & Wildy, 2011; Corcoran et al., 2001; Tognieri & Anderson, 2003). A cohort of other principals or the network the principal has from his or her preparation program cohort can be a source of support for campus principals (Barnett & Caffarella, 1992; Salazar et al., 2013). Principal Preparation The current study participants revealed their perceptions that principal preparation programs should include support of other departments. Principals need time to collaborate with their fellow principals to solve problems of practice, get advice from someone in a similar position, share ideas, and to provide emotional support (Grissom & Harrington, 2010; Kelchtermans, Piot, & Ballet, 2011; Poir l & Yvon, 2014; Thomson & Perry, 2006; Tognieri & Anderson, 2003). A properly trained and prepared district supervisor with a manage ble ca eload of principals can be a strong su port oth as a mentor or coach for campus principals (Dautremont, 2018; Tognieri & Anderson, 2003). Principals need to know they have the trust of central office administrators in their authority and are supported in their decision making (Bottoms & Fry, 2009; Corcoran, Fuhrman, & Belcher, 2001; Poirel & Yvon, 2014). Principals need the support of the other departments and groups in the school system in order to ensure they ave the necessary staff and resources and resolutio f r technical a d maintenanc issues (Bottoms & Fry, 2009; Clarke & Wildy, 2011; Corcoran et al., 2001; Tognieri & Anderson, 2003). A cohort of other principals or the network the principal as from his or her preparation program cohort can be a source of support for campus principals (Barnett & Caffarella, 1992; Salazar et al., 2013). Table 1 Charter Principal Roles Supported by Research but not Mentioned by Study Participants Role Supporting Research Enrollment, fundraising, marketing, and budget responsibilities Darling-Hammond et al., 2007; Robbins & Alvy, 2014; Seashore Louis et al., 2010 Political advocacy NPBEA, 2015; Salazar et al., 2013 Hiring and retention role responsibilities related to managing an at-will rather than contracted teaching staff Finn & Kanstoroom, 2002; Gawlik, 2008; Welch, 2002 Table 1. Charter Principal Roles Supported by Research but not Mentioned by Study Part cipants