Exploring the Lived Experience of Novice School Principals in Performing the Role of School Leadership

Abstract

Purpose: The present study aims to explore the lived experience of novice school principals in performing the role of school leadership. Methods and Materials: This study employs a qualitative design with a phenomenological approach. The participants were selected using purposive snowball sampling, and theoretical saturation was reached with ten school principals from Gilan. Data were collected through semi-structured interviews. To ensure the reliability of the study, the criteria of dependability, credibility, and confirmability were applied. The collected data were analyzed through coding after a thorough review of the interviews. During the open coding phase, researchers identified excerpts from the interviews that indicated how novice principals encountered their role as school leaders. Based on the findings, 54 open codes, 7 axial codes, and 3 selective codes were extracted, representing the leadership journey of novice school principals. Findings: The results indicate that in the initial stages of performing the role of school leadership, novice principals face challenges related to "building trust" and "managing change." Conclusion: This leadership journey consists of various stages, ranging from enthusiasm to confronting realities and making difficult choices, requiring flexibility and effective decision-making skills. Novice principals must serve as role models by demonstrating positive behaviors such as punctuality, respect for others' opinions, flexibility, and a focus on ethical values, which can encourage others to follow their lead.