This study attempted to determine the perceptions of beginning principals regarding their need for induction experiences and the relationship of principal responsibilities to those perceived induction needs. Beginning principals were defined as principals in their first through third years as a principal in a school. The study further examined whether or not there was a difference in the perceived induction needs among elementary, middle, and high school beginning principals. The population consisted of beginning principals in the public schools in Alabama. Of the participants, 27% were elementary principals, 34% were middle school principals, and 39% were high school principals. The methodology was a mixed methods approach. To gather qualitative data, a survey was mailed to 286 beginning principals in Alabama. The first section of the survey included 19 suggested induction needs from the literature which were scored using a five-point Likert scale. The second section asked the respondents to rate the importance of 10 areas of responsibility for principals found to be prevalent in the literature. The third section solicited demographic information about the respondents. To gather qualitative data principals, two from the elementary, two from the middle, and two from the high school level were selected for interviews. The purpose of these was to substantiate the data gathered from the surveys and provide a deeper insight into the perception of beginning principals regarding induction needs. The findings indicated on average, the various groups viewed principal induction needs similarly. Results from the data suggest beginning principals desire a well planned induction program to meet the demands of a very difficult job. AVAILABLE AT:

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