Dawson R. Hancock, Ulrich MÃÆüller, Chuang Wang
The contributions of school principals to the success of schools are well-recognized in both Germany and the U.S.A. However, attracting qualified candidates to become school principals is a challenging endeavor in both countries. The purpose of this study was to identify barriers that may be lessening the motivation of teachers to becoming school principals. Using exploratory factor analysis, survey responses of 159 German principals and 134 U.S.A. principals were analyzed. Using Vroom’s Expectancy Theory of Motivation, the findings suggested that addressing teachers’ concerns about increased job demands/time, relocations, needing specialized knowledge, handling circumstances beyond their control, and leaving satisfying work circumstances would increase the teachers’ instrumentality and would therefore positively impact their motivation to become principals. Conclusions and implications of these findings were examined.
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