Publication Date


Document Type


First Advisor

Saban, Joseph M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


School principals--Training of--Illinois--De Kalb


Research suggests a shortage of qualified candidates applying for administrative vacancies at school building levels. Although there is no scarcity of teacher leaders who have administrative licensure, many are not aspiring to the role of principal. Literature suggests that principals can and should play an important role in the development of teacher leaders. This study examines the supportive leadership practices of principals that influence teacher leaders to pursue administrative licensure and ultimately an administrative role. The sample population, comprised of 318 students within their first or second year of graduate-level programs leading to administrative licensure at Northern Illinois University, were asked to complete the Leadership Practices Inventory, rating the extent to which each leadership behavior was practiced by their principals and the importance each leadership behavior had on their decisions to pursue the role of principal. Additionally, 24 teacher leaders volunteered to participate in focus group discussions, and 18 principals were interviewed. The focus of this study was the identification of leadership behaviors of principals that influence teacher leaders to pursue the principalship. The results of the survey indicate that teacher leaders valued all of the leadership practices; however, two leadership practices, Enabling Others to Act and Encouraging the Heart, were identified as being significantly more important in influencing the decision to pursue the role of principal. Focus group discussions also supported these findings, although teacher leaders also identified modeling behaviors as important. Although there was no significant difference in the responses based on gender and type of school district, the type of community did affect the responses on the survey. The findings indicate that the leadership behaviors of principals do have an influence on teacher leaders and the decisions that they make relative to the pursuit of administration. This study adds to the current research, supporting the concept that a leader must build leadership capacity in others so that the organization can be sustained. However, there are many other forces that influence the career decisions of individuals. These must be investigated and addressed so that schools can support and nurture the most effective leaders into administrative roles.


Includes bibliographical references (pages [135]-140).


xi, 179 pages




Northern Illinois University

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