Exploring the co-principalship: a phenomenological investigation of the lived experiences of co-principals

Jonathan T. Holota

doi:10.17918/00011524

The landscape of educational leadership is transforming daily. School principals are experiencing increasing demands and job responsibilities, leading many to rethink or leave the profession entirely. This concern has prompted the educational profession to examine ways to increase school leadership retention and to explore alternative school leadership models. While various models have been explored, few have examined the co-principal leadership model, and even fewer have examined the lived experiences of co-principals within it. The established literature on the co-principalship is limited because this school leadership model is not widely used or well known among most educational professionals. This study will examine the perceived benefits and challenges co-principals face within this leadership model and will contribute to the existing literature on alternative school leadership models. The purpose of this phenomenological study is to explore the lived experiences of co-principals. This study is guided by the following research questions: 1. How do the lived experiences of secondary school leaders shape their understanding and interpretation of the impact of the co-principal leadership model on their professional practice and personal lives? 2. What benefits and challenges do school leaders perceive in the co-principal leadership model through their lived experiences? 3. How do the lived experiences of school leaders inform their beliefs about the influence of the co-principalship on the culture and climate of their school environments? The researcher interviewed ten participants who are co-principal leaders in their schools. This study presented findings organized into six themes: United Front, Same Page; Complementary Strengths, Shared Roles; Benefits of the Co-Principalship; Friction at the Edges; Modeled Collaboration Shapes Culture; and Stability with a Succession Caveat. The study yielded findings, conclusions, and recommendations based on the lived experiences of co-principals in this shared leadership model. This study resulted in recommendations for co-principals, school districts, and the field of education on how shared leadership models can strengthen the school principalship by redefining it as a shared, collective, and sustainable model. The co-principalship does not simply redistribute leadership tasks, it reimagines leadership as a partnership grounded in trust, collaboration, and mutual accountability. Keywords: co-principal, co-principalship, school leadership, shared leadership, principal.

Exploring the co-principalship: a phenomenological investigation of the lived experiences of co-principals

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Exploring the co-principalship: a phenomenological investigation of the lived experiences of co-principals

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