Bridging the leadership gap: perceptions of onboarding and support among first-year principals in the South

Abstract

Principal turnover has emerged as a critical challenge in schools in the United States, particularly in campuses serving high-poverty, culturally diverse student populations. This interpretative qualitative study examined the perceptions of eight first-year principals in a large urban school district in the southern part of the United States regarding their onboarding and support experiences during the 2023-2024 school year. Guided by transformational leadership theory and informed by the theory of change in education, this interpretative qualitative research study explored how induction practices influenced principals’ capacity to lead organizational change and foster culturally responsive school environments. Data were collected through semi-structured interviews and document analysis, then analyzed using thematic coding. Findings underscore the need for district specific operational training, culturally responsive leadership development, and collaborative learning structures to strengthen principal preparation and retention. This study contributes to the educational leadership literature by offering actionable insights for improving induction programs and enhancing leadership effectiveness in high-need school contexts.