Midcareer Socialization of Educational Administrators

Career adaptability within school administration provides a means by which to understand midcareer socialization of school administrators. Several career patterns appear to reflect the form by which school administrators adapt. Those who remain in the principalship position obtain a bureaucratic sta...

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Bibliographic Details
Published in:Review of educational research 1978-01, Vol.48 (1), p.121-132
Main Author: Ortiz, Flora Ida
Format: Article
Language:English
Subjects:
Administration/Administrations/ Administrative/ Administrator/ Administrators
Boards of education
Career/Careers
Education/Educational/Educator/ Educators/ Educationally
Educational administration
Educational research
School campuses
School districts
School principals
School superintendents
Social interaction
Socialization
Socialization (see also Socialized)
Teachers
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Summary:Career adaptability within school administration provides a means by which to understand midcareer socialization of school administrators. Several career patterns appear to reflect the form by which school administrators adapt. Those who remain in the principalship position obtain a bureaucratic stance toward their working environment & adapt to the working demands by altering their instructional leadership perspectives to embrace the necessary administrative & managerial behaviors. Those who move to central office positions assume postures that will insure the retention of those positions permanently with responsibilities adjusted to guarantee that the school district remains in control & that the public image they reflect will enhance their professionalism & unanimity. Those who seek the superintendency comply with the above & also get the attention of superiors to assure further movement. Therefore, administrators' perspectives & behaviors are systematically altered & fixed by the nature of the school organization, of the service functions that the schools perform, & of the career options available for individuals within school administration. Modified Author Conclusion.
ISSN:0034-6543
1935-1046
DOI:10.2307/1169911