Theses and Dissertations

Date of Award

2020

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Vanaja Nethi

Committee Member

Mary Clisbee

Committee Member

Kimberly Durham

Keywords

assistant principals, administration, leadership, socialization

Abstract

The purpose of this applied dissertation was to give vice-principals who have transitioned from teacher to school administrator a voice concerning the emotional, social, and cognitive aspects of the transition. Few studies have been conducted about the lived experiences of vice-principals as they navigate their transition. Moreover, there is a lack of studies that investigate this transition within the international school context in China. This study was guided by the following central question: What are the lived experiences of vice-principals as they transition from teacher to administrator in an international school setting in China? Additionally, the study included an inquiry into the following supporting research questions:

1. How do vice-principals in international schools in China make sense of their experiences as they transition from teacher to administrator?

2. How do vice-principals in international schools in China describe the challenges related to their new role?

3. How do vice-principals in international schools in China describe the preparation, support, and resources related to their new role?

This qualitative study was conducted using the interpretive phenomenological analysis methodology. Participants were interviewed via distance audio communication. The study consisted of six participants who were working at international schools in China. The analysis revealed five emergent themes: (a) relationships matter, (b) vice-principals cannot do it on their own, (c) navigating challenges, (d) moving forward with a growth mindset, and (e) the importance of previous experience.

The results of the study may be useful to school principals, superintendents, and school boards who are involved in the hiring and support of vice-principals. University professors who are involved in school administrator preparation programs may also find this study to be helpful. Lastly, it may be valuable to vice-principals who are currently experiencing the transition process or teachers who will soon embark on it.

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