Everyone knows about the impending shortage of teachers in the United States. Veteran teachers are graying, and during the next five years, many of them will retire (Long, 2000).
Fewer people, however, are aware of the developing shortage of school administrators, especially principals. The average age of principals in the United States is close to 50 (Long, 2000), and 40 percent of all U.S. principals will probably retire within the next decade (Ferrandino & Tirozzi, 2000). Some states will face dramatic shortages. Seventy-nine percent of Indiana's principals will probably retire by 2009 (Long, 2000), and the Iowa Department of Education (1999) reports that among principals in Iowa who are eligible to retire by 2003, an astounding 93 percent plan to do so.
A 1998 survey by the Educational Research Service found that some school districts were already having difficulty filling important administrative positions that had opened because of retirements, resignations, and promotions. Fifty percent of the 403 school districts surveyed indicated problems in replacing elementary and secondary school principals. The shortage of applicants for principalships in high schools is particularly acute and widespread (Yerkes & Guaglianone, 1998). Meanwhile, the demand for new principals is growing. But there will be few applicants, fewer of them who will be qualified, and more schools unable to find good leaders (Educational Research Service, 1998; Ferrandino and Tirozzi, 2000).
Why Too Few Apply
Teachers comprise the usual pool of principal candidates, but they are becoming less willing to apply or to pursue an administrative certification or degree. What is holding them and other potentially promising candidates back?
Too little pay. The pay differential between principals and experienced teachers has decreased during the past few years. Teachers and others increasingly believe that the financial rewards of being a principal are not commensurate with the job's responsibilities (Asch, 1999; Educational Research Service, 1998).
Costly and irrelevant requirements. Aspiring principals face the high cost of obtaining the required certification or advanced degree. A doctorate, for example, may require the equivalent of three years' worth of a beginning principal's salary. Some required courses may be irrelevant for developing the skills and knowledge that principals need to operate a school.
Too many pressures. The pressures of accountability, test scores, the media, parents, legislatures, and outside special interest groups can be overwhelming. In particular, principals are increasingly responsible for student achievement as measured by external standards. Standardized test scores, which were originally intended to assist educators in diagnosing student strengths and weaknesses, are now the basis for judging principals' abilities. Students must not only score high on tests, but the test scores, relative percentiles, student attendance, and graduation rates must continually improve. Recent reports of administrators encouraging cheating on standardized tests are symptomatic of desperate school officials who know their jobs are on the line if test scores don't soar.
Too many hats to wear. The principal is the school's community relations director, disciplinarian, business manager, marketer, safety officer, facilities supervisor, fund-raiser, labor relations officer, medical supervisor, social service agent, facilitator, and enforcer of the laws, policies, and regulations from various levels of government.
Finding the time to wear the hat of instructional leader, which should be the principal's primary task, often becomes difficult.
Not enough time. Hundreds of decisions must be made by a principal each day, and there is seldom margin for error. Further, the principal's time during the school day is "so fragmented that there is little opportunity to reflect on problems or improve performance" (Ferrandino & Tirozzi, 2000). Many principals report that they work from 56 to more than 70 hours per week and yet never feel that they are on top of their responsibilities (Rodda, 1999).
Too little authority. Even though the buck stops with the principal, who must often shoulder responsibility for mistakes that staff make, principals often feel sandwiched between the central office and the unions or subject to the whims of school boards. Collective bargaining and site-based management may further limit the principal's ability to decide what is best for the students and school. Unexpected problems may be the undoing of the principal, whose job is usually not protected by tenure.
What Can We Do?
Several changes are necessary to ensure that the twilight of the principalship is not upon us.
Better pay. Principals' salaries must increase to a level that is appropriate for their efforts and responsibilities. A principal who works long hours for 12 months a year and makes an annual salary of $75,000, for example, ends up making less for each day's work than a top teacher whose annual salary is $65,000 but whose responsibilities extend over only the school year (Muller, 2000). Principals should receive substantially more pay and incentive rewards for extra duties and superior performance.
More relevant training and professional development. Universities must develop meaningful training programs for principals and focus on relevant professional issues rather than offer the traditional collection of classes. Aspiring principals would prefer visiting exemplary programs and taking courses in technology, diversity, personnel management, and community relations instead of the theory-based courses typical of many doctoral programs (Educational Research Service, 1998). New principals need mentors and should have access to hands-on professional development within their school systems; such training may be more productive than expensive coursework. School districts should consider paying for the training of principals. In Halifax, North Carolina, for example, the school district pays for the training of aspiring principals, who then owe the school district a specified number of years of service (Simons, 1999).
Better recruitment. School districts should identify and recruit capable teachers who have leadership abilities. Special programs or academies for teachers who want to be principals can provide early support and training (Smith, 1999).
One big hat to wear. School districts need to restructure the principal's role to allow principals to focus on student learning and instructional leadership and to face fewer demands for managerial tasks. Principals will be able to devote more time to improving instruction and student learning when they can delegate some managerial duties to an assistant principal, a coprincipal, or an office manager.
More time. School districts need to offer generous vacation policies and allocate time for professional renewal. Some schools provide substitutes so that their principals can have more time for activities away from school.
More authority. Principals must have authority commensurate with their responsibilities. Multiyear contracts would be a good first step to allow principals enough time to develop a leadership style without the threat of dismissal. Smaller schools and formal limits on the kinds of policies that districts can impose on principals would also grant principals more authority.
The leadership of an effective principal is a crucial element of school reform. Schools need capable and caring principals who can recognize problems and face them with inspiring leadership and hard work and who possess the vision necessary to make progress. No one has said that a principal's job is easy, but the rewards can be great. Positive reforms are crucial so that principals can survive and prosper.
