92 PREPARATION OF SCHOOL LEADERS
will regularly communicate and discuss possible scenarios for improvement based on
monitoring and data analysis. Key guiding principles will include: ongoing assessment, open
communication with participants and school districts, readiness and ability to adapt to new
challenges, and enhancing the university’s capacity to provide meaningful support to public
schools in Eastern North Carolina.
While principal preparation programs should do more to help students anticipate and
become aware of future stresses related to the first years of leadership, the most realistic and
challenging learning will come while on the job. According to Holloman et al. (2006), “more
work must be done to ensure that these educators are given every opportunity to make their
work experience as successful as possible” (p. 65). This exploratory effort on behalf of recent
graduates is in the beginning stages of development and it holds great promise as a support
structure for new administrators. This initiative may evolve into another vital connection
between ECU and the community it serves.
Table 2. Top 5 Issues and Challenges Facing School Leaders.Region Top 5 Issues and Challenges Total
Northeast
Staff collaboration/cohesiveness 5
Lack of parental support 3
Discipline disruptions 3
Motivating male students 3
General stress and burnout 2
North Central
Marginal teachers 6
Lack of parental support 5
Staff collaboration/cohesiveness 5
Stress from testing accountability 3
Student lack of interest 3
Southeast
Marginal teachers 6
Lack of parental support 5
Staff collaboration/cohesiveness 5
Stress from testing accountability 3
Student lack of interest 3
REFERENCES
Brubaker, D., & Coble, L. (2007). Staying on track: An educational leader’s guide to preventing derailment and
ensuring personal and organizational success. Thousand Oaks, CA: Corwin Press.
Bureau of Labor Statistics. (2008). Occupational outlook handbook. U.S. Department of Labor. Retrieved on
April 7, 2008, from http://www.bls.gov/oco/ocos007.htm.
Farrington, V. (2008). Strengthening middle level education through leadership coaching: Helping middle school
leaders survive and flourish in critical times. North Carolina Middle School Journal, 23(1). Retrieved
on March 3, 2008, from http://www.ncmsa.net/journal/.
Fullan, M. (2001). The new meaning of educational change. (3rd ed.). New York: Teachers College Press.
Fullan, M. (2002). The change leader. Educational leadership, 59(8), 16–20.