Across the United States and globally, school districts are regularly
facing a shortage of both willing and highly-qualified candidates to
assume positions as school leaders. A number of factors have contributed
to this shortage including but not limited to: (1) retiring baby boomers
leaving P-12 schools (ex. Aaronson & Meckel, 2009; Carlson, 2004; Parylo
& Zepeda, 2015; Wiedmer, 2015), (2) shifting demographics and population
changes across the United States workforce and schools (ex. Betts,
Urias, & Betts, 2009; Brimley, Garfield, & Verstegen, 2005; Brown, 2016;
Miller & Martin, 2015; Mordechay & Orfield, 2017), (3) increasing
demands for school administrators making the position less desirable
(ex. Grissom, Loeb, & Mitani, 2015; Lortie, 2009; Norton, 2002; Yan,
2019), and (4) the shift of schools to 21st Century Learning centers,
which have changed the role of school administrators (ex. Crow, Hausman,
& Scribner, 2002; Huber, 2014). According to the National Bureau of
Labor Statistics, the current demand for school principals continues to
increase (Occupational Outlook Handbook, 2019) and will accelerate in
the coming 10-20 years. Because of the high need for school
administrators, many schools and school districts are creating unique,
targeted, and innovative programs to find principals who can meet the
changing needs in our school system.
