Many have raised concerns regarding the shortage of qualified candidates for high school principal positions. Using job choice theory as a conceptual framework, this article examines factors that influence potential candidates’ job perceptions and job intentions regarding the high school principalship. Middle school and assistant high school principals (N = 170) in one western state were surveyed regarding the influence job attributes have on their attraction to the high school principalship, their likelihood of seeking a high school principalship, and their likelihood of accepting a position if offered, resulting in an overall index of job desirability. After controlling for candidates’ expectations about being offered the position, results indicate that potential candidates’ perceptions of the high school principalship’s job desirability are significantly related to the desire to achieve and improve education (subjective factor), the additional time demands of the job (a work factor), and the salary and benefits (objective factor).

This article reports the results of a study guided by a conceptualization of leadership as an organizational quality. The study examines the relationship between the leadership exerted by principals, teachers, secretaries, and parents; four functions of effective organizations; and several measures of school effectiveness. The results of path analyses revealed the following: The total amount of leadership in schools was associated with two organizational functions, which in turn were associated with four measures of school performance. The leadership of principals and the leadership of groups of teachers were positively related to organizational latency, or commitment, which was positively associated with the perceived effectiveness of schools and negatively associated with teacher turnover. Finally, the leadership of parents was positively associated with student achievement, whereas the influence of secretaries was negatively associated with student achievement.

Teacher involvement strategies have become an important part of educational reform. Work group enhancement, although less used than individual approaches, is gaining attention in reform efforts and research investigations. Hackman and Oldham’s model on work group effectiveness provides a useful conceptual framework for understanding the nature of interdisciplinary teacher teams. This article reports on a study of interdisciplinary teacher teams during the 2nd year of implementation of teaming in a middle school. Based on observational and interview data, the study identifies the major context, design (structure), and process features of each of the four teams in the school. The article also provides a discussion of implications for practice and research in the area of collaborative teaching reforms.

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