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Lessons Learned from Shadowing Principals

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Title: Lessons Learned from Shadowing Principals
Language: English
Authors: Barbara Stacy Rieckhoff, Donna Foiles Kiel, Leodis Scott
Source: Journal of Educational Leadership and Policy Studies. 2025 9(2).
Availability: Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Principals, Administrator Role, Beginning Principals, Administrator Responsibility, Leadership Styles, Administrator Attitudes, Elementary Schools, Catholic Schools, Urban Schools, School Districts, Time Management, Administrator Behavior, Leadership Role, School Administration
ISSN: 2473-2826
Abstract: The roles and responsibilities of school leaders continue to expand, with increasing demands placed on principals. At the same time, the primary role of the principal as instructional leader has been well-documented, presenting principals with the ongoing tension between expanding external demands and the need to focus on teaching and learning for student success. This paper reports on a shadow study which captured how novice principals allocated their time and how they shared duties and responsibilities with others. The principal's job description was analyzed through various lenses. Qualitative data from interviews with the shadowed principals and their district administrators provided perceptions of the inherent challenges of the principalship and suggested supports to engage others in sharing leadership. Quantitative data captures the amount of time and type of activity principals spent over a three-day period. Novice principals expressed reluctance to share leadership and may benefit from mentoring and training to shift some of their duties with their colleagues. Professional learning in models of distributed leadership would enhance principal understanding of engaging others in a positive, non-threatening way. Finally, district level administrators need to provide adequate support to prevent burnout and frustration at the early stages of leadership.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492334
Database: ERIC
FullText Text:
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  Data: Lessons Learned from Shadowing Principals
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  Data: <searchLink fieldCode="AR" term="%22Barbara+Stacy+Rieckhoff%22">Barbara Stacy Rieckhoff</searchLink><br /><searchLink fieldCode="AR" term="%22Donna+Foiles+Kiel%22">Donna Foiles Kiel</searchLink><br /><searchLink fieldCode="AR" term="%22Leodis+Scott%22">Leodis Scott</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Leadership+and+Policy+Studies%22"><i>Journal of Educational Leadership and Policy Studies</i></searchLink>. 2025 9(2).
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  Data: Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
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  Data: The roles and responsibilities of school leaders continue to expand, with increasing demands placed on principals. At the same time, the primary role of the principal as instructional leader has been well-documented, presenting principals with the ongoing tension between expanding external demands and the need to focus on teaching and learning for student success. This paper reports on a shadow study which captured how novice principals allocated their time and how they shared duties and responsibilities with others. The principal's job description was analyzed through various lenses. Qualitative data from interviews with the shadowed principals and their district administrators provided perceptions of the inherent challenges of the principalship and suggested supports to engage others in sharing leadership. Quantitative data captures the amount of time and type of activity principals spent over a three-day period. Novice principals expressed reluctance to share leadership and may benefit from mentoring and training to shift some of their duties with their colleagues. Professional learning in models of distributed leadership would enhance principal understanding of engaging others in a positive, non-threatening way. Finally, district level administrators need to provide adequate support to prevent burnout and frustration at the early stages of leadership.
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  Data: EJ1492334
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
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      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: Beginning Principals
        Type: general
      – SubjectFull: Administrator Responsibility
        Type: general
      – SubjectFull: Leadership Styles
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      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Catholic Schools
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Administrator Behavior
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      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: School Administration
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      – TitleFull: Lessons Learned from Shadowing Principals
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              Y: 2025
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