Assistant Principals in Doctoral Programs: Engaging Sources of Support

Abstract

This qualitative research study focused on 10 assistant principals currently enrolled or recent graduates of doctoral programs was the focus of this article. The perceptions and experiences of school leaders from Texas and North Carolina were shared with the authors through individual interviews and focus groups conducted over Zoom. Three key findings emerged from the data analysis: 1) faculty advisor role; 2) cohort model; and 3) programmatic initiatives. The discussion centered on the value that each of these findings played in the participants doctoral journeys. The article concludes with recommendations that faculty and staff in other doctoral programs could emulate to support student retention and completion of the dissertation.

This qualitative research study sought perspectives and reflections from 10 assistant principals who were currently enrolled or had recently graduated from doctoral programs. The data discussed in this article focuses specifically on the experiences of ten assistant principals who were enrolled in doctoral programs or were recent graduates of less than five years. The primary concept that we will emphasize is the type of support that the assistant principals found most helpful within their departments and universities. We will incorporate relevant literature, the methodological approach, and key findings. The latter sections of this article will then elaborate on what this means for the support of school leaders in doctoral programs and recommendations for doctoral program support systems.