To principal or not to principal? That is a question for many. Know that the opening line’s use of ‘principal’ as an action verb is wholly intended. Because here’s what’s true—the principalship consists of constant emotional, physical, social and psychological—you guessed it—action! To do the work effectively, one must become deeply ingratiated in the fabric of their learning community. Considering the level of engagement the principalship requires, let’s examine this question. As a campus administrator for nearly a decade, with five years as head principal, several aspiring leaders have sought my opinion about pursuing the principalship. After asking my own clarifying questions, the inquiry is usually not only a person questioning their own ability. These leaders are often questioning the concept of the principalship itself. Typically, they’re really asking, “Is the principalship worth all the action that it requires?”
Let me share a story. Well past nine o’clock on a brisk Friday night in February, and I found myself perched outside with a volunteer high school student waiting for her ride after a school dance. I welcomed the cool, stillness of the night after over 14 hours of activity. I then slowly drudged back into our elementary cafeteria to wrap up. While walking, a slow chuckle crept into my throat as I envisioned the full floor of confetti we’d just swept up. My amusement increased recalling a sweet student who’d danced a little too enthusiastically and had to be assisted off the dance floor (he was okay). Suddenly, a wave of repressed anxiety emerged as I recalled an incident with a parent livid about lost tickets. Then began my rumination about the frustrated parent I’d tried to engage with—to no avail—who was severely disillusioned with efforts to resolve an ongoing concern. This had been another action-filled day.
When we opened our doors for school on Monday morning, those parents were still upset. My body was still reeling from the effects of another week of intensive days, and my mind and emotions were still trepid with dread about the miscellany of complications that existed or could arise. But something more consequential than all those factors existed—shared purpose. Despite those challenges, I left that night content in knowing our team had cultivated a trust-building environment that would garner needed engagement for student-centered, academic initiatives in our learning community—our ultimate purpose.
As a young educator I was taught that in leadership, “Your purpose must be greater than your problems.” This principle asserts that unless a leader is unabashedly rooted in purpose, problems will be their undoing. Purpose is everything. Author and speaker Simon Sinek is well-known for this premise, curating an entire movement around “starting with the why.” This idea rings true for all endeavors of note, especially the principalship. So, when leaders ask if the principalship is worth all that it requires, my answer is, “When grounded in the right purpose.”
Now there are a plethora of reasons one might choose the principalship. The fame. The glory. I jest! But seriously, extrinsic incentives such as increased salary, notoriety in the community, and greater decision-making authority may be draws for those considering taking the leap. However, as teachers use their own money to make purchases for students, principals do the same for their staff. Being widely known comes with increased scrutiny. While principals get to steer the ship, they bear the brunt of missteps on the campus, even for situations in which they were not directly involved. And there are still decisions in which principals have little to no say. After some time, if those extrinsic motivations are all that tether one to their principal journey, the resolve and ability to persist will quickly wear thin.
The “Five Whys” protocol is a widely used root cause analysis tool to unearth the underlying catalyst of an issue. I posit that anyone considering the principalship should undergo this in-depth level of internal investigation to uncover the true purpose in wanting to undertake this all-encompassing responsibility. While no other role in education has impacted me as profoundly as the principalship, no other role has challenged my emotional, physical, and cognitive stature. So, to those aspiring principals teetering about the decision to explore this realm of leadership, I implore you to dig deep. Ask yourself, “Why?’ repeatedly until you discern the heart of your desire. Is your primary purpose founded upon ensuring students have early access to high-quality education? Or, what about developing systems that provide clear pathways to college, career & military readiness? Or maybe even creating a refuge of safety for all children? When you arrive at the response from your final ‘Why?’, test its nature. Whatever that final ‘Why’, it must be directly tied to creating a reality that improves outcomes for students.
Educators occupy the unique and privileged position of enhancing the present and guiding students’ pathways to the future. Principals are at the helm of that work. Extrinsic rewards are important and often necessary components of any pursuit. However, to offer our students the transformative learning environments they deserve and effectively support teachers in creating those types of classrooms, our school leaders must be firmly planted in a purpose focused on changing students’ lives for the better. A purpose based on potential individual acclaim proves fruitless in a student-focused world. A control-seeking purpose will breed contemptuous division. A purpose predicated only on monetary growth could be achieved more easily in other careers. Without a rightly rooted purpose, the problems faced will not only become unsustainable, but they will also surely deter the type of intentional, enduring efforts needed to foster an environment of improved outcomes for our children. So, to leaders oscillating around the idea of the principalship, I encourage you to truly ask yourself, “Why?”, dig deep and indelibly root yourself in pursuit of a student-centric purpose.
Over the past 16 years, TEPSA member Dr. Danielle Riddick has served as a classroom teacher, reading specialist, principal and adjunct professor. She also holds a doctorate in education policy & leadership from Southern Methodist University. Currently, as the Director of Elementary Education in Bastrop ISD, she maintains oversight of principal development and support as well as teaching and learning for nine elementary schools hosting over 6,000 students.
