A major topic (maybe not so much in research, as in society) with regard to school leadership is the meagre outlook on future numbers of applicants for vacant leadership posts. Recent analyses have shown that by 2020 a third of all present Austrian teachers and school leaders will be retired. International research has already claimed that ?the principalship [is] in a state of crisis? (Davis et al., 2005) and also Austrian schools are beginning to see a strong decline in teachers who are willing to apply for educational leadership posts.
Based on findings from international research on educational leadership motivation, and especially factors that deter people from seeking principalship, a questionnaire is developed and administered to Austrian teachers. In addition to situational and personal aspects which are specifically important to leadership in schools and the Austrian school system, the study also draws on relevant factors from international psychological research on leadership. Thus, the results presented will give insight into personal (e.g., sex, age, job satisfaction, leadership motives, vocational interests), situational (e.g., school type, school size) as well as person-situation interacting factors (e.g., perceived fairness of application process, school-leadership-related occupational interests) which may influence teachers? intention to apply for principalship.
Davis, S., Darling-Hammond, L. LaPointe, M.A., & Meyerson, D. (2005). School Leadership Study: Developing Successful Principals. Review of Research. Stanford Educational Leadership institute.