Abstract
Purpose. The purpose of this study was to examine the experiences of elementary assistant principals as they relate to components of Human Resource Development: Recruitment, Selection, Orientation, Professional (Management) Development, Performance Appraisal, and Career Development.Procedures. Sample selection consisted of ten elementary assistant principals further divided into those with a strong and not-strong curriculum orientation. Qualitative and descriptive statistics were used to analyze responses to an open-ended structured interview.Findings. (1) The strong curriculum orientation group had twice as many years of experience as assistant principals than the not-strong curriculum orientation group. (2) Major reasons for becoming an elementary assistant principal included: getting away from the classroom; using the position as a stepping stone to the principalship; more money; and a challenge. (3) Assistant principals were satisfied with the Selection, Management Development, and Performance Appraisal components of Human Resource Development. (4) Assistant principals were dissatisfied with the Recruitment and Orientation components of Human Resource Development. (5) Daily performance of duties and the principal were the major sources of professional growth for both groups of assistant principals. (6) Adaptability, Leadership, and Decision-Making were the skills in which assistant principals felt improvement. (7) Inservice workshops were considered more useful and relevant than University coursework. (8) The elementary assistant principalship was not viewed as the final educational position for respondents. (9) A more realistic job description was cited as needed by assistant principals.Conclusions. (1) Elementary assistant principals in both the strong and not-strong curriculum orientation groups view Human Resource Development in a similar manner. (2) Recruitment for the Elementary Assistant Principalship is not emphasized. (3) The interview portion of the Selection process continues to be perceived as subjective. (4) The Orientation process is seen as inconsistent and haphazard. (5) Adaptability, Leadership and Decision-making skills are influenced by on-the-job experiences and the principal. (6) The principal is the key person in making Performance Appraisal meaningful. (7) The Elementary Assistant Principalship is not a career goal.