ducational Leadership (2000) also addressed the problem of a shortage of principals. The report detailed a survey of superintendents who had filled at least one principal position in the past year. These superintendents were asked if there was a surplus, shortage or the right number of qualified candidates for the principal positions they needed to fill. Fifty percent reported a shortage of candidates. The Institute for Educational Leadership (2000) suggested that this is one reason assistant principals receive little or no experience or preparation to help them become school leaders.
The position of assistant principal has been perceived as a means to accomplish two important organizational purposes: to facilitate the effective administration of the school, and to provide training opportunity for future school principals (Goodson, 2000). The preparation of future principals is a vital aspect of maintaining the momentum of providing viable school leadership. The assistant principal is a necessary and critical position in the education organization, and is the primary training ground for the principalship. The role of principal is one that involves people who are not only focused on teaching and learning, but who are also future oriented, responsive to the changing educational climate, and able to utilize the symbolic and cultural aspects of schools to promote a culture of excellence (Gurr, 2000). Recent research indicates that the assistant principal position does not prepare assistant principals to become principals nor provide appropriate training for the principalship (Fields, 2002; Goodson, 2000; Mertz, 2000). Consequently, a number of competencies must be developed that are paramount to the training of assistant principals. They must be competent in all aspects of school management, including school finance, school law, educational and psychological management, staff supervision and education, and effective communication with ...