Abstract: The purpose of this paper is to report on how ten assistant principals, in one school district in the Pacific Northwest, experience and perceive the interview and promotion processes to the principalship. The findings suggest that assistant principals who develop social and political capital with principals, associate superintendents, and the teachers' union; self advocate, and/or work with principal makers, and/or have sponsors are more likely to be promoted to the principalship. On the other hand, assistant principals who may not possess the skills, knowledge, or dispositions to be leaders may be promoted because of their self advocacy, sponsors, and relationships with influential superiors. Leadership knowledge and ability does not guarantee promotion to the principalship.
AVAILABLE AT: http://cnx.org/content/m33961/latest/
Sumario en espanol a: http://cnx.org/content/m33973/latest/
Keywords: vice-principal, principal, educational leadership
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