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Successful strategies and skills utilized by high school principals as perceived by San Diego County superintendents

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Successful strategies and skills utilized by high school principals as perceived by San Diego County superintendents

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SUCCESSFUL STRATEGIES AND SKILLS UTILIZED BY HIGH SCHOOL PRINCIPALS
AS PERCEIVED BY SAN DIEGO COUNTY SUPERINTENDENTS

by
Oscar A. Félix

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Oscar A. Félix

ii
ACKNOWLEDGEMENTS
I would like to express my sincerest appreciation to my dissertation committee: Dr. Rudy
Castruita, Dr. Michael Escalante, and Dr. John Roach for guiding and mentoring me during the
dissertation process. I especially would like to thank them for their leadership and guidance
throughout the process. I would like to thank Dr. Castruita for believing in me and allowing me
to partake in his dissertation group. I especially would like to thank my wife, Sadako Elena
Félix, for showing me love, grace, and support throughout my three years at the University of
Southern California. I want to thank my daughters Andrea and Samantha, for your love and
support. I know I have missed a lot of family moments, but now I have a lifetime to make it up to
you both. In addition, I would like to thank my dissertation partner, Estephany Balcazar. I am
grateful for her friendship and perseverance through the process. I thank my parents, Teresa and
Clemente Félix for instilling in me hard work and perseverance and for always believing in me.
I thank my brother, sister-in-law, and nephew, Beto, Gaby, and Lucas, for always believing in
me; their moral support has been and will always be invaluable. I thank my cousin, compadre,
and best friend, Eric Smith, his wife and my sister Sarah, and my beautiful and smart
Goddaughters, Savannah and Stella. I thank the Cunningham’s for being part of our extended
family and helping us through the toughest of situations. I would also like to thank my mentors
who have encouraged me and supported me throughout my career, Dr. Ben Churchill, Larry
Perondi, and Dr. Josh Porter. And to the unmentioned, I am infinitely grateful for their
unwavering support which has led to the accomplishment of a doctoral degree.

iii
TABLE OF CONTENTS
Acknowledgements ......................................................................................................................... ii

List of Tables ................................................................................................................................... v

List of Figures ................................................................................................................................. vi

Abstract .......................................................................................................................................... vii

Preface .......................................................................................................................................... viii

Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................. 4
Statement of the Problem .................................................................................................... 4
Purpose of the Study ............................................................................................................ 5
Research Questions ............................................................................................................. 5
Significance of the Study ..................................................................................................... 5
Limitations and Delimitations ............................................................................................. 6
Definition of Terms ............................................................................................................. 6
Organization of the Study .................................................................................................... 7

Chapter Two: Review of the Literature ........................................................................................... 8
History of the Principal Position ......................................................................................... 8
Principal Leadership Strategies and Skills ........................................................................ 11
Supporting School Principals ............................................................................................ 19
Supporting School Principals Through the Evaluation Process ........................................ 21
Conclusion ......................................................................................................................... 24

Chapter Three: Methodology ........................................................................................................ 26
Design Overview ............................................................................................................... 27
Sample and Population ...................................................................................................... 28
Instrumentation .................................................................................................................. 28
Quantitative Methods ............................................................................................ 28
Qualitative Methods .............................................................................................. 29
Data Collection Procedures: Surveys and Interviews ....................................................... 29
Data Analysis ..................................................................................................................... 30
Ethical Considerations ....................................................................................................... 31
Summary ............................................................................................................................ 31

Chapter Four: Summary of Findings ............................................................................................. 33
Participant Demographics ................................................................................................. 33
San Diego County Participant Interviews ......................................................................... 35
Organization of Data Analysis .......................................................................................... 36
Results for Research Question 1 ............................................................................ 36
Results for Research Question 2 ............................................................................ 42
iv
Results for Research Question 3 ............................................................................ 44
Summary of the Findings .................................................................................................. 46

Chapter Five: Summary, Conclusion, and Implications ................................................................ 49
Summary of Findings ........................................................................................................ 50
Implications ....................................................................................................................... 53
Recommendations for Future Research ............................................................................. 53
Conclusion ......................................................................................................................... 54

References ..................................................................................................................................... 56

v
LIST OF TABLES
Table 1 Age Range and Gender (Percentages) .............................................................................. 34
Table 2 Interview Respondents ..................................................................................................... 35
Table 3 Survey Results .................................................................................................................. 37

vi
LIST OF FIGURES
Figure 1. San Diego Superintendents’ highest education completed. Percentages are based on 13
participating superintendents. ………………………………………………………………….. 34

Figure 2. Ethnicities of survey participants. Percentages are based on 13 participating
superintendents. ............................................................................................................................. 35

vii
ABSTRACT
Research highlights that high school principals face increasing demands, including long hours,
stressful political pressures, policy mandates, lack of support, increasing expectations, and
intensive forms of accountability. This study sought to identify the traits an administrator can
develop before entering this position and how superintendents evaluate, support, and develop
high school principals. The following research questions guided this study: 1) What strategies
and skills should high school principals possess to ensure school success as perceived by San
Diego County superintendents? 2) How do San Diego County superintendents evaluate the
effectiveness of high school principals? 3) How do San Diego County superintendents support
high school principals in executing successful strategies and skills? This mixed-method study
includes San Diego County superintendents’ response to 13 surveys and 3 interviews. The
findings indicate that communication, focus, affirmation, culture, and ideals/beliefs are crucial
strategies and skills for a high school principal. In addition, San Diego County superintendents
evaluate the effectiveness of high school principals by how they overcome challenges, build
relationships and trust, and their school progress. The study found that San Diego County
superintendents support their high school principals by giving them the autonomy to grow, moral
support, and individualized teaching. This study is instrumental for aspiring high school
principals as they learn what strategies and skills to focus on and receive insight into how
superintendents evaluate and support the principalship role.

viii
PREFACE
Some of the chapters of this dissertation were co-authored and have been identified as
such. In the development of highly skilled practitioners, USC Rossier School of Education has
permitted a jointly authored dissertation as collaboration reflects the 21st-century workforce.
This dissertation is part of a collaborative project with one other doctoral candidate, Estephany
Balcazar. As doctoral students, we aim to explore specific strategies and skills that influence
high school principals’ success as perceived by superintendents in Southern California. The
process for collecting and analyzing data was too large for a single dissertation, but together we
were able to effectively collect data from San Diego County and Los Angeles County.
1
CHAPTER ONE: OVERVIEW OF THE STUDY
The roles of high school principals are challenging and complex. The high school
principal must be well versed in instructional leadership, curriculum, management, maintenance,
operations, finance, and human resources (Lynch, 2012). Historically, principals have served as
the teachers’ boss and the school’s primary disciplinarian (Lynch, 2012). As legislation related
to education changes, so does the role of the principal as it pertains to strategies and skills needed
to support their school’s academic growth (Lynch, 2012). Under federal legislation, principals
must manage site funds, personnel, and strategic planning to ensure student academic growth
(Lynch, 2012). In today’s growing education field, principals must also take on the
responsibilities of instructional leadership (Lynch, 2012). As instructional leaders, principals
accept responsibility for all students’ learning (Lynch, 2012). The role of an instructional leader
becomes magnified in urban school districts experiencing high student dropout and teacher
attrition rates (Lynch, 2012). For these reasons, today’s high school principals must understand
the complexity of the strategies and skills necessary to be successful in their leadership role as
instructional leaders.
Certain principal responsibilities have been shown to have a positive impact on student
achievement. To identify these duties, Marzano, Waters, and McNulty (2005) analyzed 35 years
of research and found that school principals significantly affect student achievement. The
researchers examined the responsibilities of effective leadership and noted 21 categories of
behaviors referred to as responsibilities of the school leader (Marzano et al., 2005). Per these
researchers, the top five responsibilities that yield the highest gains in student achievement are
situational awareness, flexibility, discipline, outreach, and monitoring/evaluation (Marzano et al.,
2005).
2
Similarly, Cotton (2003) identified 25 categories of principal behaviors that positively
affect student achievement, which are similar to the list created by Marzano et al. (2005). Cotton
concluded that principal leadership affects student outcomes, and Taylor Backor and Gordon
(2015) also found links between the principal’s instructional leadership and student achievement.
The purpose of instructional leadership is to help support teachers improve, grow professionally,
and ultimately make progress on teaching and learning (Taylor Backor & Gordon, 2015). The
positive outcomes of effective instructional leadership are well documented, as Bamburg and
Andrews (1990) explored the connections between instructional leadership and student learning
and found that principals at high-achieving schools were sought out by teachers for instructional
guidance. These leaders communicated instructional goals, were visible on campus, and actively
participated in staff development activities (Bamburg & Andrews).
According to Seashore Louis, Leithwood, Wahlstrom, and Anderson (2010), four
categories contribute to a high school principal’s success: developing people, re-culturing the
school, clear and concise school mission, and consistent analysis of classroom instruction.
McKinney, Labat, and Labat (2015) concluded that, in addition to the principal having high
expectations of teachers, national blue ribbon principals also possessed traits such as
tact, approachability, caring, sensitive to the needs of others, personal and professional
knowledge of teachers and staff members, respect for subordinates, the ability to listen,
the ability to learn from others and a willingness to seek out new and innovative teaching
and learning techniques. (p. ?)
When high school principals possess the above traits and can motivate teachers, they can
have a positive impact on student achievement (McKinney et al., 2015)
3
Given students’ multiple academic, emotional, personal, and social needs, Seashore Louis
et al. (2010) noted that principals face additional challenges as they work with a complex
accountability system that asks them to be effective instructional leaders. In addition to the
demands of the high school principal position, some challenges are apparent due to lack of
experience. Battle and Gruber (2010) stated that 34% of principals who took the School and
Staffing Survey published by the United States Department of Education had two or fewer years
of experience in the. Mintrop and Sunderman (2009) state that the role of the principal has
changed considerably over time due to the increased focus on accountability since the passage of
the No Child Left Behind Act (2002). The same is true today with the reauthorization of the No
Child Left Behind Act (2002) to Every Student Succeeds Act (2015). O’Doherty and Ovando
(2013) highlight that first-year principals participating in their study acknowledged they faced
specific challenges such as “succession of the previous principal, implementation of previous
year’s plans, motivating people to change, and balancing the complexity of the principal job”
(p. 543).
New principals today work through complex and challenging situations. For this reason,
it is important to provide support and guidance through their first years in the position (James-
Ward, 2013). James-Ward (2013) highlights that quality mentoring by an experienced and
successful principal practitioner can cultivate skills in instructional leadership, observations, and
reflective feedback. Sciarappa and Mason (2014) state that new principals who receive
mentoring from experienced principals reported success in improving school climate and
instruction as evidenced by higher test scores and observed instruction. The experience,
strategies, and skills that mentors possess provide insight and understanding of the principal’s
role. According to Augustine-Shaw (2015), mentors can listen, ask questions, and understand
4
local issues through site visits and ongoing dialogue in a confidential and safe setting. Practicing
principals possess critical skills in prioritizing tasks and problem solving that can help new
principals find opportunities to maximize their role as instructional leaders (Augustine-Shaw,
2015, p. 29). Murphy and Hallinger (1988) highlight that principals need the support and
encouragement of their superintendent to help them be effective. As the teacher looks to the
principal for mentorship and guidance, the principal must be able to do the same with the
superintendent.
Background of the Problem
High school principals today experience increased expectations and complex demands as
successful leadership capabilities have been associated with increased student achievement.
High school principals are expected to have a vision, accomplish daily management tasks,
influence and inspire leadership, mentor, consult, be creative with their decision-making
responsibilities, build a positive environment, and have positive relationships with all
stakeholders (Giese, Slate, Brown, & Tejeda-Delgado, 2009). This study’s target was to
discover which skills and strategies superintendents believe high school principals must possess
to meet such expectations and demands. Moreover, it is important to understand which skills are
imperative as well as how superintendents evaluate success and provide support through the
hierarchy of education.
Statement of the Problem
This study explored specific strategies and skills that contribute to high school principals’
success as perceived by superintendents in San Diego County. Previous research highlights that
high school principals face increasing demands, including long hours, stressful political
pressures, policy mandates, lack of support, increasing expectations, and intensive forms of
5
accountability (Giese et al., 2009). This study sought to identify the traits an administrator can
develop before entering this position and how superintendents evaluate, support, and develop
these school leaders. This topic is important to address because upholding the high school
principal role is challenging, and aspiring leaders must utilize and apply certain practices,
strategies, and skills to meet the exigencies of this position.
Purpose of the Study
The purpose of this study was to examine the strategies and skills that are essential for
high school principals to implement in their practice according to their superintendents. High
school principals may be better equipped to fulfill their leadership role effectively if they
understand how superintendents perceive success within that role. Lastly, superintendents may
improve and develop their leadership strategies to better assist their principals by reflecting on
how they support them and evaluate their effectiveness.
Research Questions
The following research questions were used to guide the study:
1. What strategies and skills should high school principals possess to ensure school success
as perceived by San Diego County superintendents?
2. How do San Diego County superintendents evaluate the effectiveness of high school
principals?
3. How do San Diego County superintendents support high school principals in executing
successful strategies and skills?
Significance of the Study
The significance of this study is its potential to enhance the body of research regarding a
successful high school principal as perceived by superintendents in addition to how they are
6
evaluated and given support. The role of a principal, as stated by Blank (1987), “is critical in
creating school conditions that lead to higher student academic performance” (p. 69). Therefore,
it is necessary to understand the specific traits, skills, and strategies that help principals reduce
school-based challenges as perceived by superintendents. Also, it is important to examine
superintendents’ perceptions, as new leaders’ performance “is at least partially attributable to
their development,” which, in the case of high school principals, comes directly from their
superintendent’s vision (Huggins, Klar, Hammonds, & Buskey, 2016, p. 202).
Limitations and Delimitations
A limitation of this study was that the information provided was limited to the experience
of high school principals working for public school districts in San Diego County. Moreover,
the information obtained comes from a third party and, although superintendents play an
important role in the analysis of administrators, the study did not obtain the perspective of the
main stakeholder involved. Additional limitations were a fixed timeline and a relatively small
sample of stakeholders. Lastly, the study was delimited to the following areas: superintendents,
high school principals, and San Diego County.
Definition of Terms
Superintendent: The chief executive officer of a school system. In this study, the school
system is a public school district.
Principal/Administrator: The highest authority in an organization. In this study, the
organization is a public high school.
Leadership: The action of leading a group of people toward a specific goal or vision.

7
Organization of the Study
This study is organized into five chapters. Chapter One presents an overview of the
study, including why this problem is significant and the need for research on this topic. Chapter
Two includes a review of recent and historically relevant literature highlighting various themes
and the research questions previously addressed. Chapter Three focuses on this study’s
methodology, including procedures for sampling, the population, and the instruments used as
well as the processes for data collection and analysis. Chapter Four presents summaries of this
study’s findings as well as the researcher’s reflection regarding the advantages and disadvantages
of the methods used. Lastly, Chapter Five discusses the research conducted, its findings,
implications for practice, and suggests further research.

8
CHAPTER TWO: REVIEW OF THE LITERATURE
As education policy changes at the state and federal levels, so do the demands of high
school principals. In recent years, there has been an emphasis on closing the achievement gap as
well as raising scores on standardized tests (Supovitz & Poglinco, 2001). These demands require
superintendents to support their high school principals by providing professional development on
management and instructional leadership to effectively manage their schools and provide the
instructional leadership to improve their schools (Supovitz & Poglinco, 2001). Meta-analyses by
Marzano et al. (2005) and Supovitz and Poglinco (2001) indicate that school leadership is second
to classroom instruction in terms of their correlation to student achievement, and Fullan (2002)
argues that leadership ability is the most important factor in determining an effective learning
environment because school leaders can have an impact on classroom instruction. The research
validates the importance of superintendents’ constructing and using evaluation tools to provide
meaningful feedback to high school principals so they may manage their schools well and
become strong instructional leaders.
The review of the literature will highlight current research related to specific strategies
and skills that influence high school principals’ success as perceived by superintendents. The
research has been divided into the following topics: history of the principal position, principal
leadership strategies, principal leadership skills, supporting school principals, and supporting
school principals through the evaluation process. The sections on these topics will provide
information to deepen understanding of the research herein conducted.
History of the Principal Position
Free public school has been a part of the American dream since the time of the earliest
settlers over 300 years ago (Drake & Roe, 1986). Due to the demand for education, the
9
Education Act of 1789 was passed by the Massachusetts Legislature requiring towns to provide
elementary schools and grammar schools (Campbell, Fleming, Newell, & Bennion, 1987). Per
Campbell et al. (1987), young men could attend grammar school to prepare for college.
Grammar schools were modeled after English Latin grammar schools (Knezevich, 1969). The
early school administrator positions were modeled after the headmasters of the 18th and early
19th century academies (Knezevich, 1969). In the 1800s, school administrators spent most of
their time teaching, while minimal time was spent on administrative tasks (Knezevich, 1969).
Early schools in America were significantly small, ungraded, and staffed by teachers who
often had little formal education (Campbell et al., 1987). Little history is available as it pertains
to secondary school principals, but what is known is that the position was established before the
superintendent and elementary school principal positions (Campbell et al., 1987). The secondary
school principal position evolved from the headmaster position and was considered the most able
teacher as well as the most knowledgeable as it pertained to the curriculum (Knezevich, 1969).
Principals’ responsibilities increased as school organizations became more complex
(VanBerkum, 1997). As cities grew and became more populated, the need for larger multiple
grade schools emerged (Campbell, Cunningham, Nystrand, & Usdan, 1990). Due to multiple
grades, more experience was needed to support reorganization efforts, which led to the creation
of the principal and superintendent positions (Knezevich, 1969). Pierce (1935) acknowledges
that the term “principal teacher” appeared in school board meeting reports in the early 19th
century. Knezevich (1969) states that the Quincy School in Boston was established in 1847 and
has been often cited as the first multi-grade school with a principal, but Pierce credits a
Cincinnati school with the first public recording of the title of principal in 1838.
10
During the early 1920s, the responsibilities of the public school principal became
significantly more complex (Campbell et al., 1990). According to Campbell et al. (1990),
university professors became concerned that principals were obtaining employment with limited
qualifications. Castetter (1992) reported that California was the first state to issue a professional
certificate. The researchers found that 22 additional states had established certification criteria
for school administrators by 1932 (Castetter, 1992). Over the years, states have demanded strict
criteria to become a school administrator, such as specific certifications and courses of study
(Pulliam, 1987).
After World War II, the role of the educational administrator developed significantly, and
various positions were added (Rousmaniere, 2007). The field of educational administration
developed, and research in the areas of administration and pedagogy increased (Rousmaniere,
2007). During this time, the position of the educational administrator transitioned into specialty
areas. From the principal position, the superintendents, assistant superintendents, and specialty
administrators emerged (Rousmaniere, 2007). During the 1960s new demands arising from
social issues created additional responsibilities for school principals (Beck & Murphy, 1993).
Philosophical ideologies of the time included unlimited freedom with limited accountability
(Beck & Murphy, 1993). In the 1970s, the duty of negotiation was added to school principals as
teacher unions became organized and gained strength (Castetter, 1992).
During the 1980s extensive research provided evidence that principals have a significant
impact on student achievement (Daresh, 1997; Keller, 1998; VanBerkum, 1997). Due to societal
demand for school achievement, the principal position received more national attention than at
any other point in history (Drake & Roe, 1986). Societal demands contributed to improvements
11
in research on student achievement, the effects of the school principal, curriculum and
instruction, teaching, and learning (Drake & Roe, 1986; Keller, 1998).
Principal Leadership Strategies and Skills
Effective leaders have served as models to drive growth in school culture and academics
(Schleicher, 2012). School instructional leadership in itself is a strategy that has become the
catalyst for school growth (Schleicher, 2012; Wallace, Deem, O’Reilly, & Tomlinson, 2011).
Schleicher (2012) states that, over the last two decades, there has been an increased interest in
school instructional leadership as a growth strategy. As identified by Schleicher, school
leadership plays a vital role in school improvement. Because school improvement depends on
the strategies implemented by principals, school districts and other education entities are
implementing professional development for principals (Bush, 2011; Fullan, 2009; Schleicher,
2012; Wallace et al., 2011). Growing principals’ capacity and supporting school improvement,
require advancing principal professional development on effective leadership strategies
(Schleicher, 2012).
The work of Marzano et al. (2005) is used as a foundation for this study. Marzano et al.
(2005) noted an increase in student achievement when principals incorporated certain
responsibilities into their practice. In their meta-analysis, Marzano and colleagues identify
positive correlations between effective school principals and student achievement and identified
21 responsibilities significantly linked to student achievement. These responsibilities describe
strategies and skills principals need to have a positive impact on student achievement. Marzano
et al. identify the 21 responsibilities in order of correlation with student achievement, listing
situational awareness as having the strongest correlation with achievement. The authors
12
acknowledge how close the correlations are in size and state that 95% of the responsibilities are
between the value of .18 and .28 (Marzano et al., 2005). The authors state,
Although each [of the responsibilities] has been addressed in theoretical literature for
decades, the fact that they have a statistically significant relationship with student
achievement, as indicated by our meta-analysis, is an important and new addition to the
research and theoretical literature. Our findings indicate that all are important to the
effective execution of leadership in schools. (Marzano et al., 2005, p. 64).
The following are the 21 responsibilities of the school leader, as discussed by Marzano and
colleagues:
● Affirmation

● Focus ● Optimizer
● Change Agent

● Ideals/Beliefs ● Order
● Contingent
Rewards
● Input ● Outreach
● Communication

● Intellectual Stimulation ● Relationships
● Culture ● Involvement in Curriculum,
Instruction, and Assessment
● Resources
● Discipline ● Knowledge of Curriculum,
Instruction, and Assessment
● Situational
Awareness
● Flexibility ● Monitoring/Evaluating ● Visibility

The National Association of Secondary School Principals (NASSP, 2014) took an in-
depth look at the leader’s role in facilitating change. Their study indicated that organizations that
do not provide leaders with the necessary guidance, professional development, and support do
not show any improvements. The NASSP indicates that no one strategy is going to make a
13
leader successful, and a combination of strategies is necessary for that to occur. One strategy
highlighted was being aware of all potential outcomes when supporting the growth of an
organization (NASSP, 2014). The researchers also state that leaders must take an active role in
the professional development of all staff members when implementing change to help sustain
support through the implementation of change (NASSP, 2014). Robinson (2011) suggests that
the content of principal professional development and principal preparation programs should
coincide with national standards to have a greater impact on target areas. If principals’
professional development programs are not linked to the national standards, the efficacy of the
program be inconsistent (Davis, Darling-Hammond, LaPointe, & Meyerson, 2005). Associating
principals’ knowledge, strategies, abilities, and capacities to professional standards facilitates
their ability to overcome limitations in their ever-evolving occupation (Davis et al., 2005).
Thorne (2011) suggested that principal professional practice improvement starts by
recognizing the complexities of the role. Thorne (2011) states that principals, teachers, and
school staff receive the same professional development even though the tasks and responsibilities
of their positions are different. Principal professional development should be individualized and
embedded into their daily work (Hitt, Tucker, & Young, 2012). Hitt et al. (2012) found that
principals who received individualized professional development performed better than
principals who received general professional development.
It is important to consider the principal point of view to assist providers of professional
development identify their needs and better support them (Duke, 1988). Duke (1988) states that
it is important to have individual principals identify their professional development needs to
ensure success over time. Leithwood, Louis, Anderson, and Wahlstrom (2004) also state that it
is important for professional development providers to recognize principals’ attitudes to develop
14
effective support for them. Fullan (2009) suggests exposing principals to growth opportunities
relevant to school improvement to increase their leadership capacity. Exposing principals to
growth opportunities relevant to school improvement supports their leadership style and
application of various styles in different situations (Fullan, 2009). Fullan states that, by investing
in principals’ professional growth, schools become better learning organizations. Davis et al.
(2005) reviewed professional development programs intended to support school principals that
are provided by university programs. The researchers found a disconnection between theory and
practice. Davis and colleagues discovered that many programs do not identify principals as
change agents and neglect to provide specific professional growth programs.
Principals must find innovative ways to establish shared decision making as a leadership
strategy to implement school reform (Barth, 1988). To make progress towards shared decision
making, principals must possess the skills to communicate a vision, trust and involve teachers in
the decision-making process, strategically delegate responsibilities, and share with stakeholders
the responsibility for success and failure (Barth, 1988). According to Caldwell and Spinks
(1988), principals should also share decision making with teachers and parents as it pertains to
school-level resources and programs. Teachers, parents, and other stakeholders’ involvement
depends on the confidence and trust they have in each other and in their principal (Vann, 1992).
A study by Carney-Dalton and Brogan (2001) identified the leadership skills of principals
and teachers at 2000–2001 Blue Ribbon schools. The study illustrated that the most common
principals’ skills were high expectations, enthusiasm, vision, initiative, innovativeness,
intellectual curiosity, sense of humor, and self-confidence (Carney-Dalton & Brogan, 2001).
Another study recognized communication skills, management skills, and knowledge of
curriculum and instruction as the top three desired skills in principals (Hudson & Rea, 1996).
15
Communication skills and managerial competence were identified by Taris and Bok (1998) as
being most frequently mentioned in job recruitments for school leadership positions.
A study by Winter, McCabe, and Newton (1998) took an in-depth look at the principal
selection process at the elementary and secondary levels and revealed that candidates who
possessed strong instructional leadership and management skills were preferred. Blackman and
Fenwick (2000) also put instructional leadership and management skill at the top of the list as a
skill needed to succeed as a school principal, but they also identified communication skills and
experience. Goertz (2000) also noted being creative, energetic, enthusiastic, confident, flexible,
and purposeful as traits of an effective leader.
The Multiple Linkage Model provides a framework to understand the intricacies of
effective school leadership (Yukl, 1998). The model looks at the principal’s behavior and how it
intersects with diverse situational and behavioral variables (Yukl, 1998). The study illustrates
that certain situations are within the control of the principal, and factors such as staff size,
teacher experience, or economic conditions are out of their control (Yukl, 1998). The Multiple
Linkage Model can be used to determine the appropriate placement of a candidate and shows
that effective leadership is embedded with complex variables involving personalities, situations,
and communication (Yukl, 1998).
Whitaker (1999) identifies successful principals as leaders with strong public relations
and economics knowledge. Principals are required to be liaisons among schools, community
organizations, and businesses, so they must be effective in the area of public relations (Whitaker,
1999). Research illustrates that effective principals possess public relations skills that
encompass shared decision making with all stakeholders, collaboration with social services, and
the ability to raise funds (Ferrandino, 2001; Whitaker, 1999). Successful principals also
16
recognize the need to be a continual learner by providing supports to teachers on curriculum,
instruction, and assessment (Educational Research Service, 1999; King, 2002).
The Georgia Professional Standards Commission (GPSC, 1984) surveyed 182 public
school superintendents from in Georgia to understand principals’ skills and preparation. The
survey results revealed that 64% of participating superintendents identified instructional
leadership as the most important skill that principals can possess to be successful in the position,
and only 31% reported the role of manager as being important (GPSC, 1984). In the same study,
superintendents responded to a list of 13 characteristics and ranked them in order of importance
as they pertain to selecting principals during the interview process. The most-selected item was
previous experience as an assistant principal. Over 80% of the superintendents who responded
ranked (a) integrity, dependability, and willingness to follow directions, (b) evidence of
managerial and supervisory skills, (c) personality of the applicant, and (d) evidence of a
candidate’s adaptability to the local environment as the most important skills in selecting a
principal (GPSC, 1984).
Baker (2001) researched the qualities superintendents in southwestern Virginia looked for
when hiring new principals. Results reflected the findings of GPSC (1984), as superintendents
search for principal candidates who were experienced in leading a school. Superintendents look
for experienced assistant principals, principals, and teacher leaders when recruiting for open
principal positions (Baker, 2001). The study by Baker also highlights that superintendents want
candidates who can relate to diverse populations, who have a well-grounded sense of justice and
fair play, and who apply problem-solving skills with sensitivity and good judgment. According
Johnson (2002), the majority of superintendents who were surveyed indicated that leadership is
critical to schools’ success. The researcher highlighted that of the 853 superintendents who
17
participated in the nationwide survey, 69% agreed that, with the right leadership, even
traditionally low performing schools can be successful.
The NASSP (2014) conducted interviews with hundreds of school leaders and found that
there is a lack of professional development focused on leadership skills required for school
improvement. Principal preparation programs fail to provide practical application and focus on
leadership theories (NASSP, 2014). According to Mendels and Mitgang (2013), developing
effective principals requires four principles: “principal standards, high-quality training, selective
hiring, and a combination of solid on-the-job support and performance evaluation” (p. 49). The
assessment of principal effectiveness and targeted professional development may be derived by
evaluating leaders based on their performance compared to the NASSP National Leadership
Standards (NASSP, 2014). Agreed-upon criteria for evaluating school leaders will help
superintendents identify both effective and non-effective principals (NASSP, 2014).
The NASSP (2014) developed Breaking Rank:10 Skills for Successful School Leaders
Framework for secondary principals to lead change and improve student learning. The
foundations of the framework is based on the role principals have in the reform process (NASSP,
2014). To create positive and sustainable change, the NASSP states that the principal’s strengths
and areas of growth must be identified. According to NASSP, improving schools requires
increasing principals’ capacity. The first step in improving overall school performance is
professional development for instructional leaders (NASSP, 2014). The NASSP also suggests
evaluating the ability to implement school reform. To empower school leaders and to drive and
implement school change, the NASSP encourages school leaders to take part in their staff
members’ professional development process. The framework requires secondary principals to
constantly and consistently self-assess as well as receive feedback from district leadership to
18
drive and implement school change (NASSP, 2014). Through self-assessment, these principals
may assess their performance, identify areas of growth, and address professional growth needs
(NASSP, 2014). Allowing secondary principals to evaluate their readiness for school change is
required for effective change (NASSP, 2014). The framework encourages the development of a
needs analysis when evaluating readiness for change (NASSP, 2014). According to NASSP
(2014), the self-assessment process enables the establishment of site goals and plans to address
them.
The NASSP (2014) framework is based on the analysis of research and practice and is
focused on analyzing factors that improve secondary principals’ performance and support school
reform. The leadership skills identified by the NASSP are setting instructional direction,
teamwork, sensitivity, judgment, results orientation, organizational ability, oral communication,
written communication, developing others, and understanding one’s strengths and weaknesses.
Setting instructional direction pertains to improving teaching and learning and developing a
vision of leaning with clearly established goals (NASSP, 2014). Teamwork refers to
encouraging and seeking the participation of all stakeholders in the improvement process and
modeling the behaviors that facilitate the organization’s task completion (NASSP, 2014). The
third skill, sensitivity, is the ability to perceive stakeholders’ needs and concerns and tactfully
working with them in emotionally stressful situations or conflict (NASSP, 2014). To invoke
sensitivity means to empathize with people of varying religious, ethnic, and cultural backgrounds
(NASSP, 2014).
Per NASSP (2014), resolving complex problems includes the following three skills:
judgment, result orientation, and organizational ability. The three skills require school leaders to
identify needs, set priorities and make high-quality decisions based on data (NASSP, 2014).
19
Having organizational ability means being able to plan and schedule one’s work and the work of
others so resources are used appropriately (NASSP, 2014). Skills seven and eight are oral
communication and written communication (NASSP, 2014). Per NASSP, these two skills
consist of communicating ideas concisely and accurately to all stakeholders in a manner easy to
understand. Developing others consists of coaching, mentoring, and supporting staff by
providing specific feedback based on observations and data collected (NASSP, 2014). Lastly,
skill ten is understanding one’s strengths and weaknesses by taking responsibility for one’s
learning, pursuing developmental activities, and striving for continuous learning (NASSP, 2014).
The framework provides an opportunity for secondary principals to self-reflect on their skills and
skills they may need support with to drive school improvement (NASSP, 2014).
Supporting School Principals
As instructional leaders, principals are an important component of the success of their
school (Hallinger, 2003; Jackson, 2000). Principals are responsible for multiple components of
the school including, but not limited to, the use of facilities, school budget, student discipline,
staff evaluation, parent concerns, and campus safety (Leigh Sanzo, Sherman, & Clayton, 2011).
Current trends in education also hold principals responsible for developing and supporting
engaging learning environments, ensuring the development and improvement of teachers’
instructional skills, recruiting and retaining teachers, and ensuring students’ academic growth
(Boyd, Lankford, Loeb, Ronfeldt, & Wyckoff, 2010; Chirichello, 2010; MacNeil, Prater, &
Busch, 2009; Youngs & King, 2002). Successful schools have principals who are effective
instructional leaders (Goldring, Porter, Murphy, Elliott, & Cravens, 2009). Through their ability
to lead, principals can be a catalyst for school improvement (Seashore Louis et al., 2010). To
20
ensure success, principals need to continuously improve as school leaders in a multitude of areas
(Marzano et al., 2005).
A study by Mendels and Mitgang (2013) found that ongoing individualized support is
essential for all principals, especially principals new to the role. Researchers suggest
superintendents utilize individualized coaching as a strategy to support principals’ professional
growth (Mendels & Mitgang, 2013). Research provides strategies proven to be effective to
foster school improvement; however, these strategies are most effective when supported by
superintendents (Leithwood et al., 2004; Seashore Louis et al., 2010; Thompson, Henry, &
Preston, 2016). Capable district leadership is necessary to have a sustainable school
improvement impact (Duke, 2015). Sustaining school improvement requires coordinated efforts
between district and site leadership, for this reason, central office support and engagement is
necessary to support school improvement (Duke, 2015).
Research shows that district leadership with no clear focus hinders school improvement
(Bird, Dunaway, Hancock, & Wang, 2013; Honig, Lorton, & Copland, 2009). In contrast,
McLaughlin and Talbert (2003) looked at 15 urban schools in the San Francisco area and found
that strong district leadership skills contribute to overall school improvement. When district
leadership, including the superintendent, promote principals’ instructional leadership by
providing professional development, student achievement and school improvement increase
(Calkins, Guenther, Belfiore, & Lash, 2007; Duke, 2015). To ensure student achievement and
school improvement, it is recommended that superintendents support principals in becoming
instructional leaders and agents of change rather than focusing on regulatory functions (Honig,
Copland, Rainey, Lorton, & Newton, 2010).

21
Supporting School Principals Through the Evaluation Process
With ongoing changes in public education comes changes in how principals are held
accountable (Fullan, 2002). Because leadership ability is the most important factor in
determining an effective learning environment, according to Fullan (2002), superintendents
should support principals through the ongoing development of their instructional leadership
abilities. According to Fullan, the principal evaluation process and the development of
leadership skills are often overlooked, although principals account for 25% of the school’s
impact on student learning (Marzano et al., 2005).
Systems for evaluating principals are important but have been deemed ineffective by
principals being evaluated (Ginsberg & Berry, 1990). According to Cranston (2008), the
principal evaluation process most commonly consists of one or two meetings between the
superintendent and the principal to talk about performance. To ensure the effectiveness of the
principal evaluation system, it should provide skill and knowledge development (Cranston,
2008). To improve skills and knowledge, clear feedback must be provided from the
superintendent to the principal on job performance and expectations (Goldring, Cravens,
Murphy, Porter, Elliott, & Carson, 2009). The principal evaluation system may provide growth
and fortify leadership skills when timely feedback on performance is provided (Goldring,
Cravens et al., 2009).
The framework of assistance relationship is defined as planned interactions between
superintendents and principals where both parties collaborate to strengthen their leadership
capacity (Honig et al., 2010). Honig et al. (2010) highlight five practices deemed effective to
build principals’ capacity in instructional leadership through assistance relationship. The
purpose of an assistance relationship is to make principals stronger instructional leaders through
22
five highlighted skills: differentiating supports, modeling effective practice, using tools,
brokering and buffering, and developing networks (Honig et al., 2010).
Davis, Kearney, Sanders, Thomas, and Leon (2011) state that principal evaluation
systems should be research-based and linked to the principal’s professional development plan.
The concept that evaluation systems should have formative and summative components has
become popular in various school districts (Murphy, Goldring, Cravens, Elliott, & Porter, 2011).
Murphy et al. (2011) indicate that the evaluation process should meet the principal’s individual
needs, but traditional evaluation systems are not designed to provide feedback on principal
efficacy (Davis et al., 2011). According to Goldring, Porter et al. (2009), there is no correlation
between district evaluation compliance and quality performance evaluations conducted by
district leadership; for this reason, principal evaluation has emerged as an area of focus for
policymakers.
Research has been performed on standards for principal performance and evaluation as
referenced in the 1996 and 2008 Interstate School Leadership Licensure Consortium (ISLLC;
Babo & Ramaswami, 2011; Derrington & Sharratt, 2008). The ISLLC developed these
standards to provide a job description for principals and as a frame of reference for their
evaluations (Kaplan, Owings, & Nunnery, 2005). As pointed out by the Council of Chief State
School Officers (2008), there are six standards as pointed out by the 2008 ISLLC:
● Standard 1 – “A school administrator is an educational leader who promotes the success
of all students by facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by the school
community” (p. 31).
23
● Standard 2 – “A school administrator is an educational leader who promotes the success
of all students by advocating, nurturing, and sustaining a school culture and instructional
program conducive to student learning and professional growth” (p. 31).
● Standard 3 – “A school administrator is an educational leader who promotes the success
of all students by ensuring management of the organization, operations, and resources for
a safe, efficient, and effective learning environment” (p. 31).
● Standard 4 – “A school administrator is an educational leader who promotes the success
of all students by collaborating with families and community members” (p. 31).
● Standard 5 – “A school administrator is an educational leader who promotes the success
of all students by acting with integrity, fairness, and in an ethical manner” (p. 31).
● Standard 6 – “A school administrator is an educational leader who promotes the success
of all students by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context” (p. 31).
The ISLLC standards were initially written in 1996 to help principals meet the growing
demands of the position and raise student achievement (Babo & Ramaswami, 2011). Due to the
lack of research-based evaluation systems, the ISLLC standards have been adapted by many
districts as an evaluation tool for principals (Babo & Ramaswami, 2011). The ISLLC standards
provide superintendents performance criteria by which to evaluate principals as well as ensure
both parties understand the standards used to assess performance and provide appropriate and
timely feedback (Babo & Ramaswami, 2011; Derrington & Sharratt, 2008; Johnston & Thomas,
2005; Kaplan et al., 2005).
According to research, the principal evaluation process needs appropriate criteria
determined by the superintendent (Thomas, Holdaway, & Ward, 2000). The evaluation process
24
must align with the evaluation tool and the tool must measure performance based on the
predetermined criteria (Amsterdam, Johnson, Monrad, & Tonnsen, 2003; Babo & Ramaswami,
2011). According to Amsterdam et al. (2003), evaluation criteria that are not transparently
predetermined may lead to conflict between the evaluated and the evaluator. Conflicts may arise
between the evaluated and the evaluator because the criteria do not align with the tasks the
superintendent expects principals to prioritize (Amsterdam et al., 2003; Babo & Ramaswami,
2011; Yavuz, 2010).
To have a successful evaluation system, the definition of effective principals must be
established by the superintendent and aligned with the desired principal outcomes (Clifford,
Hansen, & Wraight, 2012). The evaluation system should also be aligned with the goals and
objectives for student success set by the school district (Goldring, Cravens et al. 2009).
Goldring, Cravens et al. (2009) also states that aligning goals and objectives for student success
to the evaluation system will support principals’ focus on teaching and learning. Research has
found that principal effectiveness is directly correlated with student achievement, and, for this
reason, it is important that the evaluation system measures and addresses principals’ strengths
and areas of need as they relate to the goals and objectives for student success set by the district
(Babo & Ramaswami, 2011; Derrington & Sharratt, 2008; Goldring, Cravens et al., 2009;
Kaplan et al., 2005).
Conclusion
The review of the literature provides background on the role of the principal and the skill
and supports needed to ensure student academic growth. A history of the principal position
showed how the role of the public school principal has been and will continue to be
everchanging due to political and societal demands. Studies have found that some necessary
25
skills and attributes are essential for the principal to be successful. The last two decades have
brought major and rapid changes to the principal position. In addition to being school managers,
principals now have the responsibility of being instructional leaders and public relations officers.
Research identifies the skills of successful principals, but few studies have been conducted to
classify what superintendents define as an effective principal. Standards were analyzed
regarding what is needed to be an effective school principal, but they do not ensure competence
or success.
26
CHAPTER THREE: METHODOLOGY
The high school principal position is complex, challenging, and made up of various
components (Lynch, 2012). To be successful, a high school principal must understand and be
well versed in the areas of instructional leadership, curriculum, management, maintenance,
operations, finance, and human resources (Lynch, 2012). Historically, the role of the principal
was to be the teacher’s boss, but, due to legislation, principals must be skilled in managing site
funds, personnel, and strategic planning to ensure student academic growth. (Lynch, 2012).
Principals, as instructional leaders accept the responsibility for the learning of all students, a role
which becomes magnified when districts experience high student dropout and teacher attrition
(Lynch, 2012). For these reasons, today’s high school principals must implement strategies and
skills necessary for success in their leadership role.
Making this critical job position even more challenging, high school principals face
increasing demands, such as long hours, political pressures, policy mandates, set expectations,
and accountability. In addition, previous research highlights the importance of high school
principals regarding student achievement, teacher retention, and overall school success;
therefore, this study’s main purpose is to examine how high school principals may be better
equipped to fulfill their leadership role effectively.
The study was designed to enhance research regarding successful high school principal as
perceived by superintendents. It was necessary to develop comprehensive research to capture
specific traits, skills, and strategies that, in essence, would result in successful high school
principals. Moreover, this study also aimed to examine how superintendents assist in developing
and supporting high school principals. To provide educational leaders with said information, the
study had to include both quantitative and qualitative methods. This chapter contains the
27
research design overview and description of the sample and population, instrumentation, data
collection procedures, data analysis, and ethical considerations. The following research
questions were used to guide the study:
1. What strategies and skills should high school principals possess to ensure school success
as perceived by San Diego County Superintendents?
2. How do San Diego County evaluate the effectiveness of high school principals?
3. How do San Diego County Superintendents support high school principals in executing
successful strategies and skills?
Design Overview
The study was completed using the convergent parallel mixed-methods design, which
combines both qualitative and quantitative data analysis to provide a comprehensive examination
of the research problem (Creswell, 2018). Utilizing both numbers and stories, the research
provided a deep and rich understanding of high school principals, hence creating a more holistic
view of the problem. Per convergent parallel fundamentals, the researchers collected and
analyzed data separately and then compared results to determine whether the findings were
confirmatory or contradictory (Creswell, 2018).
By utilizing both qualitative and quantitative methods, the researchers drew from the
strengths of both. The quantitative portion of this study helped identify the strategies and skills
considered necessary for success by San Diego County superintendents. The survey identified
how participating superintendents evaluated high school principals’ effectiveness and provided
them support. The qualitative design provided information regarding the superintendents’ views,
opinions, and decision-making process regarding high school principals’ strategies and skills.

28
Sample and Population
Participants were public school district superintendents in San Diego County with one or
more high schools in their district. The research questions, instruments, and design would remain
the same, yet data collection, analysis, and findings varied due to regional differences. The
researchers focused on public school district superintendents in San Diego Counties. San Diego
County serves 500,000 students in 42 school districts. To further narrow the population and
school districts, the study focused on public school districts containing high schools (grades 9
through 12). Our participant pool consisted of 27 superintendents in San Diego County. One
districts was omitted from this study due to a conflict of interest.
Instrumentation
Quantitative data were collected utilizing Qualtrics, an online software tool that creates
and distributes surveys. The survey was intended to measure superintendents’ perceptions of
strategies and skills. In addition, qualitative data were collected through in-person interviews.
The online survey and in-person interviews allowed researchers to validate and effectively
analyze the data.
Quantitative Methods
Researchers developed an online survey utilizing Fink’s (2015) approach and methods.
Fink states surveys are the best method to collect information “about what people believe, know,
and think” (p. 30). The survey protocol contained 26 questions and took approximately 15
minutes for superintendents to complete. The first four questions asked for demographic
information regarding age, gender, ethnicity, and highest education completed. The following 21
questions were derived from Marzano et al.’s (2005), “Figure 4.1 The 21 Responsibilities and
Their Correlations (r) with Student Academic Achievement” (p. 42). The skills and strategies
29
utilized in the creation of this survey are directly tied to Marzano and colleagues’ research, as it
provides a wide range of responsibilities and their correlation to student academic achievement.
Participants were asked to rate the importance of all 21 responsibilities utilizing a Likert scale.
Researchers piloted survey questions to make adjustments and diminish both internal and
external validity threats. The final question asked if participants were interested in being
interviewed.
Qualitative Methods
Qualitative data were collected through semi-structured interviews consisting of three
open-ended questions per research question. Merriam and Tisdell’s (2016) semi-structured
method calls for assembling all interview questions to be utilized as a guide, to be flexible, and
to be presented in no predetermined wording or order (p. 110). The semi-structured interview
method was important, as interviews occurred one-on-one and in person, allowing “the
researcher to respond to the situation at hand” (Merriam & Tisdell, 2016, p. 111). The
researchers followed Patton’s (1987) suggestion to focus questions on experience and behavior,
opinion and values, knowledge, feelings, sensory, and background/demographic. Moreover, as
Merriam and Tisdell suggest, researchers conducted a pilot interview to ensure interview
questions would be effective, appropriate, and acceptable for use. Conducting a pilot interview
helped the researchers to improve and adjust the interview questions to receive each
superintendent’s full perspective on high school principals’ strategies and skills.
Data Collection Procedures: Surveys and Interviews
The protocol for collecting survey data included a cover letter explaining the purpose of
the study, ensuring confidentiality, and presenting the estimated length of time required of
participants. To ensure a high response rate, the email contained the online link for easy and
30
quick access. Moreover, participants were sent reminders within a week of initial contact. The
survey was emailed to 27 public school district superintendents in San Diego County. The
survey’s last question asked whether participants were interested in partaking in an interview,
creating a pool of superintendents to participate in the qualitative portion of the study.
Interviews were conducted at each superintendents’ preferred setting during a 30-minute
time slot of availability. Before commencing the interviews, interviewees were asked for
approval and permission to audio record utilizing the researcher’s cell phone. All interviews
were recorded and transcribed to ensure “that everything said is preserved for analysis”
(Merriam & Tisdell, 2016, p. 131). Although audio recording is the preference, the researcher
also took detailed notes throughout the interviews to ensure all data and information were
captured. Participants were assured that their responses would remain confidential and
anonymous, as their identities would be masked by a pseudonym. Moreover, participants were
allowed to terminate the interview at any point and or ask for their responses to no longer be part
of this study. Recordings were transcribed and coded by researchers within a week of the
interviews, and participants received personalized thank you cards.
Data Analysis
The mixed-methods approach created a challenge when merging the two sets of data.
The researchers followed Creswell’s (2016) qualitative data analysis procedures, which included
organizing and preparing data for analysis, reading through all the data, coding to produce
themes and descriptions, interrelating themes, and finally interpreting the meaning of data. For
quantitative data, researchers first reported the number of surveys completed and then conferred
the method by which response bias would be evaluated. Additionally, descriptive analysis was
31
completed to indicate the means, standard deviation, and range of scores, which then led to both
inferential questions or hypotheses and, finally, the interpretation of data (Creswell, 2016).
Creswell (2016) proposes the two databases first be analyzed separately and then
compared. The researchers decided to first evaluate quantitative results and then analyze the
qualitative data to confirm similarities or differences between responses. Moreover, the
information gathered was analyzed and compared to the literature review in Chapter Two and the
study’s conceptual framework. In the final procedure, researchers jointly created a data table to
display both types of data in a single comprehensive visual (Creswell, 2016).
Ethical Considerations
Ensuring our research would be conducted ethically and produce valid and reliable
findings entailed multiple considerations. Before beginning the study, researchers discussed and
studied the code of ethics, applied, and were approved by the University of Southern California
Institutional Review Board. The researches also developed informed consent forms to disclose
the purpose of the study to participants as well as to avoid deceptions and/or exploitation. More
importantly, the informed consent form was intended to develop trust and promote the study’s
integrity (Creswell, 2016). All participants’ rights to privacy were taken into account, and
pseudonyms were created to protect their anonymity.
Summary
The study’s mixed-method approach was developed by addressing the following
components presented in this chapter: research design, instrumentation, sample and population,
data collection, data analysis, and ethical considerations. Implementation of the research design
assisted in effectively answering the study’s four research questions, which ultimately led to the
researchers’ conclusions regarding superintendents’ perspectives on successful high school
32
principals. Chapter Four will summarize the study’s findings and the researcher’s reflection
regarding the methods used.

33
CHAPTER FOUR: SUMMARY OF FINDINGS
Chapter Four provides a review and analysis of the findings from 13 superintendents’
perspectives of high school principals. The purpose of this study was to discover skills and
strategies San Diego County superintendents believe will help high school principals be
successful. In addition, the study also focused on how superintendents evaluate success and
provide support for high school principals as they fulfill the duties of a challenging and
demanding position. The mixed-methods study examined how high school principals may
effectively fulfill their leadership role through particular strategies and skills and how
superintendents provide the necessary supports.
Participant Demographics
The sample population for this study consisted of superintendents in San Diego County.
In San Diego County, there are 42 public school districts, 27 of which have one or more high
schools. The superintendents of these 27 districts received the online survey, and 13 responded.
In addition, three superintendents were interviewed in person. This sample population was
pulled from the online survey response to an item stating, “We would love to discuss your
responses further. Please indicate below if you would be willing or interested in participating in
a one-on-one interview.”
It was important to incorporate the views of both female and male superintendents to
ensure that the strategies, skills, evaluation tools, and supports that the study reported were
identified universally among participants. Forty-six percent of participating superintendents
were female, and 54% were male (Table 1). Eight percent of the superintendents who
participated in the study indicated they were between 35 and 44 years old, 54% indicated they
were between 45 and 54 years old, and 38% indicated they were over 55 years old (Table 1).
34
Table 1
Age Range and Gender (Percentages)
Participant
Group
35–44 years of
age
45–54 years of
age
> 55 years of age Female Male
Superintendents 8 54 38 46 54
Note: Percentages are based on 13 participating superintendents

The superintendents who participated had varied educational backgrounds. Sixty-two
percent of survey respondents indicated they held a doctorate, and 38% indicated they held a
master’s degree (Figure 1).

Figure 1. San Diego Superintendents’ highest education completed. Percentages are based on 13
participating superintendents.

Participants self-identified and indicated on the survey whether they were Asian/Pacific
Islander, Black or African American, Hispanic or Latino, Native American or American Indian,
White, or Other. Of the data collected, 84.6 percent identified their ethnicity as White, 7.7% as
Hispanic or Latino, and 7.7% Asian/Pacific Islander (Figure 2). Figure 2 demonstrates that the
majority of the participants were White. The data demonstrate the dominance of Whites in
62%
38%
Superintendents Highest Education Completed
Doctorate Masters
35
superintendent positions. The second-most identified ethnicities amongst participants in San
Diego County were Hispanic or Latino and Asian/Pacific Islander.

Figure 2. Ethnicities of survey participants. Percentages are based on 13 participating
superintendents.

San Diego County Participant Interviews
Three interviews were conducted to gain information to address the research questions.
All participants were interviewed using a semi-structured protocol for an average length of 20
minutes. Two of the three participants had a doctoral degree and all had previously held a high
school principalship. Table 2 displays each participant’s pseudonym and corresponding
demographics.
Table 2
Interview Respondents
Interview
Participant
Age Sex Ethnicity Highest Education
Completed
Superintendent A 45 to 54 years old Male White Doctorate
Superintendent B 45 to 54 years old Female Hispanic or Latino Masters
Superintendent C 45 to 54 years old Female Hispanic or Latino Doctorate

84.6%
7.7%
7.7%
Superintendents Ethnicity
White Hispanic or Latino Asian / Pacific Islander
36
Organization of Data Analysis
The following data analysis focuses on San Diego County findings. The data analysis
consisted of multiple steps, from gathering both survey and interview data to analyzing and
organizing respondents’ answers. In addition, a second tier of analysis occurred when
comparing both sets of data for correlations between survey and interview responses. The final
layer of data analysis occurred in comparison to the 21 responsibilities of the school leader as a
theoretical framework (Marzano et al., 2005). The survey and interview questions were
developed intentionally to address each of the study’s research questions; therefore, the analysis
of the data served to address the research questions guiding this study:
1. What strategies and skills should high school principals possess to ensure school success
as perceived by San Diego superintendents?
2. How do San Diego superintendents evaluate the effectiveness of high school principals?
3. How do San Diego superintendents support high school principals in executing
successful strategies and skills?
Results for Research Question 1
Research Question One asks, “What strategies and skills should high school principals
possess to ensure school success as perceived by San Diego superintendents?” The first research
question asked about participants’ perceptions regarding the strategies and skills high school
principals should possess to ensure school success. The 13 survey respondents were asked to
indicate the importance of the 21 responsibilities of the school leader presented by Marzano et al.
(2005). A Likert scale where 5 indicated “extremely important” assisted in producing an average
rate of each responsibility and its importance for high school principals’ success. In addition,
interviewees were asked to name the most crucial strategy or skill needed to succeed and what
37
strategy or skill their strongest principals possess. Analysis determined that participants believe
communication, focus, affirmation, culture, and ideals/beliefs are the most crucial for high
school principals’ success (Table 3).
Table 3
Survey Results
Responsibility Survey Statement Average Rate
Communication High school principals must establish strong lines of
communication among teachers and students.
4.92
Focus High school principals must establish clear goals and keep
those goals in the forefront of school’s attention.
4.69
Affirmation High school principals must recognize and celebrate
accomplishments, as well as acknowledge failures.
4.61
Culture High school principals must foster shared beliefs, a sense
community and cooperation.
4.61
Ideals/Beliefs High school principals must communicate and operate from
strong ideals and beliefs.
4.54

Communication. Communication is the most crucial strategy and skill, as perceived by
the participants. Per this study, a leader with strong communication skills is defined as one who
develops strong lines of communication among all stakeholders, but our survey emphasized
teachers and students in particular. Marzano et al. (2005) associated communication with
leaders’ developing effective means for stakeholders to communicate with one another, be
accessible, and maintain open and effective communication with all stakeholders (p. 47).
Scribner, Cockrell, Cockrell, and Valentine (1999) explained communication is fundamental and
the “glue that holds together all the other responsibilities of leadership” (as cited in Marzano et
al., 2005, pp. 46–47).
The 13 survey respondents shared a similar sentiment by stating the importance of their
high schools principals’ establishing strong lines of communications to improve, progress, and
reach success at their school sites. When asked what their current high school principal’s
38
strongest strategy or skill was, Superintendent A stated, “Another key component, I think is one
of community relationships and community partnerships and public relations and storytelling.
The principal has a role to be a communicator collaborator with the community and families and
other institutions.” Furthermore, Superintendent A stated, “It's essential that they're [high
school principals] strong communicators. It's essential that they lead from a position of a mission
and vision.” These responses emphasized the need for high school principals’ to be great
communicators. Moreover, Superintendent B stated that “communication, visibility and integrity
are the most important traits in leading a school as a high school principal.” Superintendent B’s
response supported the super intendent survey responses that communication is the most
important skill a high school principal can possess to support their success.
Superintendent C expressed the importance of communication with a public relations
lens: My most successful principal has collaboratively created a mission and vision, then
communicated that mission and vision to all stakeholders with a public relations lens to
gain support from our constituents. It’s because of their ability to communicate that they
are successful.
This response emphasizes the importance of communication in the high school principal position
and again aligns with the survey responses collected. In addition, Superintendent C said, “Our
principals have to lead communities that come from a variety of demographics, culture, and
backgrounds. They have to be able to communicate with all of them and do it effectively.” This
superintendent reinforced the importance of strong communication with an equity lens.
Communication was the highest average rated strategy or skill in the study’s survey. Marzano et
al. (2005) reinforce communication as fundamental to all other responsibilities, and all three
39
interviewees reinforced the importance of communication by making ties to trust, transparency,
and authenticity.
Focus. According to Marzano et al. (2005), focus refers to the ability leaders have to
establish clear goals and keep those goals in the forefront of the school’s attention. High school
principals with focus do not waste time, energy, or resources on school improvement initiatives
to go nowhere (Marzano et al., 2005). Superintendent A supported this notion by stating, “It's
essential that they lead from a position of mission and vision. Having a vision for student
learning and then working to actualize that vision leads to success.” Superintendent C also
supported the notion of focus as being a skill that is necessary to succeed as a high school
principal. Superintendent C stated, “High school principals who collaboratively create a mission
and vision and focus on executing it, in my opinion have been the most successful.”
Superintendent B stated, “Goals must be created collaboratively and monitored regularly.
In my district, it is important for us to strategically and collaboratively set goals and also set
evaluation metrics to monitor the success of our goals.” Marzano et al. (2005) stated that
establishing concreate goals for curriculum, instruction, and assessment practices; establishing
goals for the general function of the school; establishing goals and expectations that students will
meet; and monitoring progress on goals are all indicator of focus. Superintendent A emphasized
collaborative goal creation and evaluation through the high school principal evaluation process.
In Superintendent A’s district, high school principals are expected to create goals aligned with
the districts mission and vision and the superintendent has conversation with the high school
principals on a monthly basis to evaluate progress. Superintendent A stated, “We create our
district goals, the board approves them, then the principal writes their site goals to support our
40
district goal. We then sit down monthly with our high school principals and informally review
progress on goals and we formally meet to review goals at the end of each semester.”
Affirmation. In this study, affirmation refers to high school principals’ recognizing
accomplishments and acknowledging failures. Marzano et al. (2005) state affirmation to involve
“a balanced and honest accounting of a school’s success and failures” (p. 43). Superintendent B
stated that the third most important strategy or skill is “accountability on site success indicator.”
Cottrell (2002) states that directly addressing performance is “one of the biggest challenges” as
people are open to acknowledging positives, yet “it is rather difficult to recognize the negative”
(as cited in Marzano et al., 2005, pp. 43–44). In addition, all three superintendents who were
interviewed spoke about the importance of their high school principals communicating progress
to encourage staff to successfully make progress towards meeting district and site goals.
Superintendent C stated, “It is expected that high school principals communicate their site
successes and shortcomings to their staff during PLC and staff meetings.” Affirmation, as a
strategy and skill, becomes important to the school’s progress as it “provides evidence to the
faculty that their efforts are producing tangible results” (Marzano et al., 2005, p. 101).
Culture. Research states that culture is a natural by-product and influences a school’s
effectiveness (Marzano et al., 2005). A high school principal is responsible for developing a
positive school culture for all stakeholders, but their influence is felt most specifically by
teachers, as they, consequently, will positively influence students (Marzano et al., 2005). Starks,
Anderson, Berry, Saunders, and Vielhaber (2018) state that “effective principals establish a
culture that accepts and encourages experimentation, risk-taking, and open dialogue that leads to
norms, practices, and relationships that are unique to their schools” (p. 4). Culture, as used in
this study, includes fostering shared beliefs, a sense of community, and cooperation.
41
Although a positive culture is required for high school principals’ success,
Superintendent C mentioned that “in our larger comprehensive high school we have over 120
teacher and another 60 support staff members, sometimes it’s hard to bring everyone along under
one mission and vision or set of goals.” Superintendent A also mentioned the importance of
culture and uniting school personnel through the same vision, goals, and mindsets. During the
interview Superintendent A stated that “a large comprehensive high school cannot progress if the
staff does not trust the principal. The principal must earn the trust of the staff by being and
effective communicator and an inspirational leader.” The importance of culture was also
emphasized by Superintendent B’s statement: “I coach my high school principals to create a
shared vision and shared goals with their staff to foster a sense of unity.” All three interviewees
emphasized the importance of their high school principals’ developing a school culture wherein
to effectively influence shared values and beliefs, move forward with visions and goals, and
create a welcoming environment.
Ideals/Beliefs. According to Marzano et al. (2005), beliefs are developed from policies,
standards, or practices. Marzano et al. (2005) describe that characteristics associated with having
ideals/beliefs are possessing beliefs about the school, teaching, and learning; communicating
your beliefs about the school, teaching and learning with the staff; and demonstrating behaviors
that are consistent with the beliefs. Superintendent A explained that “an exceptional instructional
leader is one who understand pedagogy and technology and is able to bring it to life for their
teachers by leading the work.” In addition, Superintendent C stated, “When hiring a high school
principal, I have to make sure their beliefs, their leadership voice, matches the culture of the
school. If they do not match, I am setting up the principal for failure.”
42
Superintendent B stated that “A successful principal has to be able to adapt to the culture
of the school site and identify teachers’ strengths and weakness. Sometimes you have to
compromise your own beliefs for the betterment of the community at large.” The research,
survey, and interview data all point to the importance of being strong ideal/belief in order to be
successful as a high school principal.
Results for Research Question 2
Research Question Two asks, “How do San Diego Superintendents evaluate the
effectiveness of high school principals?” Research Question Two inquires about how
participating superintendents evaluate high school principals’ effectiveness. To present the
findings, the following analysis will be separated into three themes: overcoming challenges,
building relationships and trust, and school progress. The main finding for principal evaluation
is ability to overcome challenges and grow from the experience. Superintendent C stated,
A good leader is someone doesn’t give up. No matter how challenging a situation gets,
they keep pushing forward to find a solution. A great leader knows that they may not
know all the answers but is consistently looking for growth opportunities.
In addition, Superintendent A stated that “high school principal evaluations provide feedback on
high school principal’s ability to demonstrate initiative and effectively problem solve.”
Superintendent B provided further insight to the evaluation process. Superintendent B stated,
“It’s my responsibility to evaluate the principals every action and provide feedback in real time
to eliminate areas of concern.” This superintendent stated a preference for hiring principals with
experience relevant to the position they are hiring for. Superintendent B stated that, “if the high
school principal is not succeeding, then I feel like I am not succeeding. This is why it is
important to collaboratively set clear, measurable, and obtainable goals during the initial
43
evaluation meeting.” Superintendent B evaluated high school principals by their ability to set
feasible goals and meeting them.
A second finding was that participants evaluate how high school principals build and
maintain strong relationships that lead to fundamental trust. In the interviews, superintendents
expressed that being a great leader amplifies the ability to build strong relationships based on
respect and trust. Superintendent A stated that “the first challenge high school principals face is
building trust with their staff. Once they overcome that barrier the opportunity for success
increases exponentially.” Superintendent A defined trust as “stakeholders understanding and
feeling like you have their best interest in mind.” Similarly, Superintendent C stated, “In order
to be a successful high school principal, the staff has to like you and respect you. This means
they respect your core values and your educational ideologies.” All three of the participating
superintendents emphasized the importance of building relationships and creating trust among all
stakeholders.
The third finding was that participants believe evaluating high school principals should
be based on meeting school-wide and professional goals. In Superintendent A’s district, site
goals are co-created with the director of secondary education to align with the district’s goals.
Superintendent A clarified that “it is extremely difficult to evaluate principals unless you have
clear metrics to evaluate them. I you do not have clear metrics, then the evaluation of the high
school principal is based on opinions and that is not got for anyone.” Superintendent A
recommends working with human resources to establishing a clear and transparent processes that
will eliminate conflicts regarding fairness. Besides the ability to run their schools,
Superintendent C evaluates student success and ability to move a school forward.
Superintendent C spoke about equity issues like opening enrollment of honors classes and
44
Advanced Placement classes to all students and lowering suspension and expulsion rates as
priorities within the organization. Superintendent C stated, “these are the types of data we look at
when we are setting goals with our high school principals. Superintendent B listed graduation
rates, students meeting college admission requirements, and the expansion of career-tech
pathways as the districts priorities. Superintendent B stated that “principals must look at these
three indicators and come up with three S.M.A.R.T. goals to measure progress.”
Superintendents in this study express that they evaluate high school principals in terms of goals
achieved, capabilities in building relationships among stakeholders, and overcoming challenges.
Results for Research Question 3
Research Question Three asked, “How do San Diego Superintendents support high
school principals in executing successful strategies and skills?” Research Question Three
inquires about how participants support high school principals in executing successful strategies
and skills. To express the findings, the researcher will first state the supports and then the
interventions mentioned by participants. All three interviewees stated that it is crucially
important to hire the right candidate to meet the needs of the position and the community.
Superintendent C’s human resources department has set procedures when hiring a high school
principal, which include gathering input from all stakeholders. After the high school principal is
selected by the interview panel and approved by the superintendent and the board of trustees,
Superintendent C took an active role in coaching the high school principal to support their
success. Superintendent A had a similar process by providing a newly hired or struggling high
school principal direct coaching from the assistant superintendent of instructional services.
Superintendent A stated, “it is important to give them a full two year of structured supports to
ensure their success and the success of the district.” Superintendent B provided direct support to
45
her high school principal. Superintendent B expressed during the interview that they liked to be
hands-on and provide supports directly to the high school principals when they saw that it was
necessary.
Superintendent A and Superintendent C both believe in systems and structures to support
their high school principals meet the district and school site goals. Whereas Superintendent B
was in the process of establishing systems and structures, they depended on constant
communication with their only high school principal. Superintendent A stated that
supports must be balance and cohesively guided by me, our assistant superintendent of
instructional services, and our director of secondary education. It is important to give
principals the autonomy needed for their school to flourish, but at the same time we have
to remember that we are all accountable to our school board.
Additionally, Superintendent C stated that “it’s important to provide a safe space for our high
school principals to be innovative and take risks. We have to use our evaluation system as a way
to foster personal and professional growth.” Superintendent B stated that
A leader should always be growing personally and professionally. Making mistakes is
part of the learning process, and I have to remember that mistakes are okay, as long as we
learn from them and they don’t cause harm to our students and staff.
Superintendent B reinforced this statement by expressing, “principals have to know you trust
them, that you believe in their work, and that you are going to support them through the toughest
of situations.” Superintendent A reinforced moral support by continuously demonstrating to their
staff that they were with them through the work. Superintendent A stated that they listened to the
needs of their principals and found ways to support their success. For Superintendent A and
46
Superintendent C, it was important that their high school principals felt supported and could
contact them at any time.
Moreover, participants’ types of supports and interventions offered varied depending on
community, district, and a principal’s individual needs. For example, at times, these consisted of
modeling behavior, such as having a principal observe a stressful parent meeting. At other times,
the superintendent may have offered an article or book to read as a reference. Superintendent
A’s intervention approach was to model and provide “support in phases to not overwhelm the
principal.” Superintendent A provided interventions by starting with the least restrictive and
moving towards directives. Superintendent C stated, “In my experience, principals who are open
to feedback and apply it appropriately tend to be more successful and high school principal who
are reluctant usually don’t last as long in the organization.” In addition, Superintendent C stated
that “those who are eventually fired or look for employment elsewhere are those who’s
ideologies did not match those of our district.” Although the participants’ support and
intervention approaches differed slightly, their focus was on high school principals learning from
their mistakes and gaining knowledge through challenging experiences.
Summary of the Findings
Chapter Four presents the findings pertaining to the three research questions derived from
analysis of survey and interview responses that help guide this study. The survey data showed
that the most crucial strategies or skills to possess as a high school principal are communication,
focus, affirmation, culture, and ideals/beliefs (Table 3). Communication was also emphasized as
highly important during the interviews. The participating superintendents agreed a leader is
someone who can effectively communicate with all stakeholders. In addition, communication
was emphasized as strong lines of communication have a domino effect that leads to
47
improvement, progress, and success. The second strategy or skill that relays as crucial for high
school principals is focus. According to Marzano et al. (2005), focus refers to the ability to
establish clear goals and keep those goals in the forefront of the school’s attention. Affirmation
was identified as the third most important strategy or skill for high school principals to possess.
Affirmation in this study was accounting for the school’s achievements and failures which, in
turn, becomes challenging in terms of holding self and others accountable. The fourth strategy or
skill that this study identified was culture, which means fostering shared beliefs, a sense of
community, and cooperation. All three interviewees noted culture development as a central
strategy or skill by stating that culture can effectively influence shared beliefs that then move the
school’s vision forward and create a welcoming and safe environment. The fifth strategy or skill
identified by this study was ideals/beliefs. Marzano et al. (2005) describe that characteristics
associated with having ideals/beliefs are possessing beliefs about the school, teaching, and
learning; communicating your beliefs about the school, teaching and learning with the staff; and
demonstrating behaviors that are consistent with the beliefs.
The primary finding in regard to high school principal evaluations was that
superintendents evaluate high school principals by analyzing how they overcome challenges,
build relationships, and by the school’s overall progress. Superintendents value principals’
perseverance in overcoming challenges in addition to learning from their experience and
applying that learning to future situations. Participants agreed that principals must build and
maintain strong relationships to build fundamental trust and school progress. In addition to
overcoming challenges and building relationships, principals are also evaluated based on the
schools’ progress. All participating superintendents agreed that school progress and student
48
success are highly important. Evaluation of the high school principals relies on an analysis of
goals achieved, building relationships among stakeholders, and overcoming challenges.
The researcher found that participating San Diego County superintendents support high
school principals’ successful strategies and skills by being accessible and building a trusting
relationship. Participants stated their high school principals know they can be reached at any
time. In addition, they encourage gaining different strategies or skills and understand that
mistakes are bound to occur due to lack of experience. Participants emphasize the importance of
high school principals’ gaining knowledge through challenging experiences. The three
superintendents who were interviewed agreed that interventions and supports range from least
restrictive, such as an article or brief comments or feedback, to modeling, benchmarks, and
directives. The researcher found that providing supports can be easily implemented, and
reflection, personal growth, and overcoming challenges may lead to principal success.
This chapter presented the findings of this mixed-methods study regarding high school
principals’ success as perceived by San Diego County superintendents in addition to how high
school principals were evaluated and supported. Chapter Five discusses the research conducted,
its findings, and implications for practice. Suggestions for further research are also provided.

49
CHAPTER FIVE: SUMMARY, CONCLUSION, AND IMPLICATIONS
This study sought to understand which strategies or skills San Diego County
superintendents believe high school principals need in order to be successful and face demanding
expectations. The role of high school principal has become challenging and complex as more
responsibilities have been added throughout time. Because principals have a direct impact on
student outcomes and achievement, according to research, the role of the high school principal
has become more important (Marzano, et. al. 2005; Cotton, 2003; Backor & Gordon, 2015).
Research states that having a principal who partakes in instructional leadership will be able to
support teachers efficiently, which will, then, lead to student progress (Backor & Gordon, 2015;
Bamburg & Andrews, 1990).
In addition, the study sought to understand how San Diego County superintendents
evaluate and support high school principals. High school principals may be faced with an array
of challenges during a regular day; therefore, their ability to navigate their position becomes
challenging without the proper supports and guidance. Giese et al. (2009) concluded that high
school principals have long hours, policy mandates, political pressures, high expectations and
accountability. Therefore, the developing and supporting principals in their demanding roles
becomes crucial to a school’s success. As aspiring leaders seek to understand what strategies
and skills are needed in order to become an efficient high school principal.
The purpose of this study was to investigate strategies and skills essential for high school
principals to adopt in their practice according to San Diego County superintendents. Moreover,
high school principals should seek to understand how superintendents perceive success and how
they demonstrate support. This study also focused on how superintendents evaluate high school
50
principals’ effectiveness and assist in developing their leadership skills and strategies. The
following research questions helped guide this study:
1. What strategies and skills should high school principals possess to ensure school success
as perceived by San Diego County superintendents?
2. How do San Diego County superintendents evaluate the effectiveness of high school
principals?
3. How do San Diego County superintendents support high school principals in executing
successful strategies and skills?
Summary of Findings
The findings of this mixed-methods study are based on analysis of survey and interview
data. The overarching finding of this study was that communication, focus, affirmation, culture,
and ideals/beliefs are the most crucial strategies and skills high school principals should possess,
according to participants. Communication was found to be the most crucial skill at an average
rate of 4.92 (utilizing a Likert scale, where 5 indicates “extremely important”). Moreover,
participants acknowledged the need for high school principals to establish strong lines of
communication with all stakeholders in order to improve, progress, and reach success at their
school sites. Interviewees stated that a leader must listen, be empathetic, and value what is being
said, as that will drive the principals’ success. Lastly, communication as a strategy/skill was
emphasized by participating superintendents to be influential in building trust, being transparent,
and an authentic leader.
With an average rate of 4.69, focus was identified as the second most important skill or
strategy. According to Marzano et al. (2005), focus refers to the ability leaders have in
establishing clear goals and keeping those goals in the forefront of the school’s attention. High
51
school principals who exhibit focus do not waste time, energy, or resources on school
improvement initiatives (Marzano et al., 2005). At an average rate of 4.6, affirmation and
culture both were ranked as the third most important skill or strategy. Affirmation, in this study,
is important, as it holds all stakeholders accountable through results. Marzano et al. (2005) state
affirmation to influence a school’s progress as its evidence that stakeholders involved are
producing results. Developing a positive school culture is the responsibility of the high school
principal because their influence is felt most specifically by teachers, as they, consequently, will
influence students (Marzano et al., 2005). In this study, culture includes fostering shared beliefs,
a sense of community, and cooperation, which then leads to a shared vision and mission. Lastly,
ideals/beliefs had an average rating of 4.54. Participants identified ideals/beliefs as influential
because they encompass professional growth and forward thinking. According to Marzano et al.
(2005), beliefs are developed from policies, standards, or practices. The study’s key finding
regarding strategies and skills needed for high school principals to be successful as perceived by
San Diego County superintendents are that communication, focus, affirmation, culture, and
ideals/beliefs are influential to how high school principals operate, progress, and move a school
forward.
This study found that participants evaluated the effectiveness of high school principals by
how they overcame challenges, build trust, and lead school progress. A critical finding for how
high school principals are evaluated was by their ability to overcome challenges. Moreover,
participating superintendents evaluated high school principals on the ability to build strong
relationships based on respect. Respondents stated that high school principals are evaluated on
their ability to build trusting relationships with all stakeholders. The third evaluative metric that
participating superintendents use is high school principals’ ability to meet school-wide and
52
professional goals. Superintendent B stated that “it is important to collaboratively set clear,
measurable, and obtainable goals during the initial evaluation meeting.” Superintendent A was
also driven by goals and explained that site goals are co-created by the principal and the director
of secondary education to align with the district’s goals. This study found that participants
evaluate high school principals by goals achieved, capability to build relationships, and how
challenges are overcome.
In addition, the study found that participants support their high school principals by being
accessible and building a trusting relationship. Participating superintendents believed it is
important to give high school principals the autonomy to grow beyond their mistakes. The
researcher found that respondents expected mistakes from their principals due to lack of
experience, but they were encouraged to collaborate with more experienced principals to
minimize mistakes. Superintendent B stated, “making mistakes is part of the learning process,
and I have to remember that mistakes are okay, as long as we learn from them and they don’t
cause harm to our students and staff.”
The researcher found it was important for participating superintendents to build a trusting
relationship with their principals in order for them feel morally supported. The study found that
respondents utilized different supports and interventions to meet that principal’s need. The
interventions varied from modeling behavior at a meeting or offering a relevant book or article,
to creating goals and setting benchmarks. The results from the study found that, although
supports and interventions vary, participants focused on high school principals’ ability to learn
from their mistakes, reflect, and utilize that occurrence for similar problematic situations.

53
Implications
The results from the research found many implications for the practices of educational
institutions. This study may be replicated at other locations and can include principals’
perceptions. Obtaining the principal’s perspective allows for a comprehensive outlook on
whether superintendents are effectively communicating with their high school principals. The
findings also could assist aspiring high school principals focus on the crucial strategies and skills
superintendents are looking for them to master. Aspiring leaders can navigate the principalship
more easily if they apply the skills of communication, focus, affirmation, culture, and
ideals/beliefs. For a new high school principal, these strategies and skills can influence their
success and make their work more enjoyable, rewarding, and less stressful. In addition, this study
gives aspiring principals insight into how superintendents will evaluate their work and provide
the proper supports.
For high school principals already in the field, this study’s findings allow for self-
reflection on how they could improve and become more successful leaders. Superintendents
may utilize this study to reflect on what they are asking their high school principals to
accomplish on a daily basis. It may also inform superintendents of their values and what
strategies or skills they would like to implement throughout the entire district. Lastly, this study
analyzed participants’ evaluation methods and interventions, which may assist school districts in
reexamining their infrastructures to effectively support high school principals.
Recommendations for Future Research
The following recommendations are made for future research on how superintendents
evaluate and support high school principals.
54
1. Future research could incorporate a larger number of participants. More participants
would diversify the sample and responses.
2. Future research could explore the infrastructure superintendents have implemented to
evaluate principals and compare the differences between elementary, middle, and high
school principalships. Findings may or may not highlight the many more activities high
school principals engage in throughout their workday.
3. Researchers may investigate the evaluation process and include both stakeholders’ insight
of the process. This is different, as it would contain the perspective of the principal and
whether they understand how they are being evaluated, their job expectations, and what
type of supports superintendents provide.
4. Moreover, future research can utilize this study as a guide to evaluate different supports
and measure how effective these are for struggling principals.
5. Lastly, researchers could investigate whether different or similar demographics may
correlate with superintendents’ choice of strategies and skills, evaluation methods and
supports.
Conclusion
The high school principal position is challenging and complex, as it comes with great
responsibilities and high expectations from all stakeholders involved. It is important for high
school principals to understand that communication, focus, affirmation, culture, and
ideals/beliefs are crucial strategies and skills that help navigate the principalship. Moreover,
high school principals need to comprehend that they will be evaluated on how they overcome
challenges, as superintendents are looking for grit, progress, and success. Principals are also
evaluated s on their ability to build and maintain trusting relationships, which both assist with
55
site-based goal setting. In addition, participants support high school principals by being
accessible and building a trusting relationship that will provide moral support for all principals,
especially those struggling to meet the position’s demanding expectations. The new and
evolving requirements of the high school principal position can be overwhelming. Therefore,
insight to the superintendents’ perspectives allows for leaders to gain the knowledge necessary to
be successful.

56
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Abstract (if available)

Abstract Research highlights that high school principals face increasing demands, including long hours, stressful political pressures, policy mandates, lack of support, increasing expectations, and intensive forms of accountability. This study sought to identify the traits an administrator can develop before entering this position and how superintendents evaluate, support, and develop high school principals. The following research questions guided this study: 1) What strategies and skills should high school principals possess to ensure school success as perceived by San Diego County superintendents? 2) How do San Diego County superintendents evaluate the effectiveness of high school principals? 3) How do San Diego County superintendents support high school principals in executing successful strategies and skills? This mixed-method study includes San Diego County superintendents’ response to 13 surveys and 3 interviews. The findings indicate that communication, focus, affirmation, culture, and ideals/beliefs are crucial strategies and skills for a high school principal. In addition, San Diego County superintendents evaluate the effectiveness of high school principals by how they overcome challenges, build relationships and trust, and their school progress. The study found that San Diego County superintendents support their high school principals by giving them the autonomy to grow, moral support, and individualized teaching. This study is instrumental for aspiring high school principals as they learn what strategies and skills to focus on and receive insight into how superintendents evaluate and support the principalship role.

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Asset Metadata

Creator Félix, Oscar Alfonso (author)

Core Title Successful strategies and skills utilized by high school principals as perceived by San Diego County superintendents

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/14/2020

Defense Date 04/28/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag evaluation,high school principal,leadership,leadership skills,OAI-PMH Harvest,Principal,skills,strategies,superintendents

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Castruita, Rudy (committee chair), Escalante, Michael (committee member), Roach, John (committee member)

Creator Email ofelix@usc.edu,oscar.a.felix@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-307686

Unique identifier UC11664182

Identifier etd-FelixOscar-8517.pdf (filename),usctheses-c89-307686 (legacy record id)

Legacy Identifier etd-FelixOscar-8517.pdf

Dmrecord 307686

Document Type Dissertation

Rights Félix, Oscar Alfonso; Félix, Oscar Alfonso

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA