Listening to Voices at the Educational Frontline - New Administrators’ Experiences of the Transition from Teacher to Vice-principal

Oct 15, 2026

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Qualitative research investigates how four novice vice-principals experience the shift from teaching to educational administration. An integrative approach captures interactions between the new vice-principals, their external contexts, and resulting leadership outcomes. Findings show that despite intentions to create better schools, participants face leadership barriers. Key obstacles include role ambiguity in legal and institutional arrangements, insufficient preparation for demanding managerial and disciplinary duties, and ineffective transitional support.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Research Context

Methodological and Theoretical Perspectives

Transitional Support and Recommendations

Listening to Voices at the Educational Frontline: New Administrators’ Experiences ofthe Transition from Teacher to Vice-principal Denise E. Armstrong Brock University Abstract This qualitative study explored the transition from teaching to administration through the voices of four novice vice-principals. An integrative approach was used to capture the interaction between new vice-principals, their external contexts, and the resulting leadership outcomes. The data revealed that in spite of these new administrators’ intention to create better schools for all students, they encountered multiple factors that hindered their ability to achieve their leadership goals. Key obstacles included the ambiguous legal and institutional configuration of the viceprincipalship, inadequate preparation for challenging front line managerial and disciplinary roles, and inappropriate transitional support. Through listening to new vice-principals voicesand providing relevant preparation and coordinated supports, school districts, policy makers, professional associations, and regulatory bodies can improve this transition and address some of the leadership challenges facing schools. Keywords: vice-principals, transitions, socialization, leadership, administration, role ambiguity, stress Denise E. Armstrong is an Associate Professor in Administration and Leadership, in the Faculty of Education at Brock University. Her research and writing focus on the vice-principalship and the principalship, professional and organizational transitions and change, values, ethics, micropolitics and social justice Email: [darmstrong@brocku.ca](darmstrong@brocku.ca) Introduction For many teachers, the appointment to an administrative post is regarded as an important career achievement because of its association with upward professional mobility and increased organizational influence (Armstrong, 2009) . However, although it is a common perception that the transition from teaching to administration is seamless, it is not uncommon for new administrators to experience multiple and ongoing challenges as they adapt to and make sense of their new administrative roles and contexts (Armstrong, 2012; Dotlich, Noel, & Walker, 2004; Marshall & Hooley, 2006) . Reports from new and practising administrators have consistently shown that new vice-principals are more and more likely to enter hectic and fragmented working environments where challenge and change are the norm (Armstrong, 2014; Hartzell, Williams, & Nelson, 1994; Marshall & Hooley, 2006) . Even those administrators who feel prepared to perform administrative tasks often find themselves unprepared for the social and emotional changes that accompany both their exit from teaching and entry into administration. They are also challenged by the vagaries and conflicts of their ill-defined middle management role (Armstrong, 2010, 2014), the complexities of administrative decision making (Olson, 2000; Sigford, 1998), and the political demands of their school, district, and community (Armstrong, 2014; Marshall & Hooley, 2006; Matthews & Crow, 2003) . Novice administrators are also shocked to discover the number and variety of responsibilities and demands embedded in their new frontline position and the dramatic psychological effects that it has on their personal lives (Armstrong, 2012, 2014; Marshall & Hooley, 2006) . This paper examines the nature of the transition from teaching to administration from the perspectives of four recently appointed secondary school vice-principals. It gives voice to the personal and professional challenges and successes they encounter during their early administrative trajectory as they adjust to and make sense of their new position and contexts. Although vice-principals perform many varied and significant leadership and management roles in areas related to personnel supervision and evaluation, curriculum, student discipline, and supporting students, families and communities, the field

FAQs

What is the focus of the study?

The study examines the transition from teaching to administration through the perspectives of four newly appointed secondary school vice-principals.

What challenges did the novice vice-principals report?

They described role ambiguity due to legal and institutional configurations, inadequate preparation for front-line managerial and disciplinary work, and inappropriate or insufficient transitional support.

How can the transition be improved according to the study?

By listening to novice vice-principals’ voices and providing relevant preparation and coordinated support, school districts and policy and regulatory bodies can address leadership challenges during this transition.

Oct 15, 2026

Upload by Ben