Licensed, but not leading: an analysis of individuals with Iowa secondary administrative licensure who do not hold administrative positions

Factors influencing Jordanian and Saudi Arabian teacher decisions to pursue the principalship: a comparative study

“…A common factor identified is the desire to make a difference for others. The desire to have a positive influence on students and teachers and be a leader are motivating factors for gaining administrative licensure (Kossack 2006;Schutte 2003). Harris et al (2000) suggested that potential candidates are most favourably attracted to the principalship due to a desire to have a positive impact, make a difference, and the personal and professional challenges associated with the job.…”

“…Respondents indicated that they had been discouraged by family members when considering the principalship. According to research by Schutte (2003), both male and female principal candidates indicate that the principalship's perceived negative impact on their families is a major barrier to pursuing the principalship.…”

Working Under Pressure: How Are Head Teachers Inhibited and Challenged While Pursuing the Headship in Secondary Schools?

“…Long working hours are another inhibiting factor for the aspirants of headship. Principals have to work for 4 to 5 nights per week and besides this, they work on weekends as well (Cushing, Kerrins, &Johnstone, 2003;Hargadine, 2002;Moore, 1999;Schutte, 2003). According to Schutte (2003), the Time commitment was one of the biggest barriers in the pursuit of headship.…”

“…Principals have to work for 4 to 5 nights per week and besides this, they work on weekends as well (Cushing, Kerrins, &Johnstone, 2003;Hargadine, 2002;Moore, 1999;Schutte, 2003). According to Schutte (2003), the Time commitment was one of the biggest barriers in the pursuit of headship. High expectations of people; to be active in the teachers' consultation groups, parents' meetings, and community services is a major reason for the expansion of a principal's work.…”