Abstract
This chapter highlights key aspects of the literature on change, transitions, and passages that can inform our understanding of the passage from teaching to administration. It presents a brief overview of psychological and sociological theories of transitions and passages, and it draws parallels between commonly identified transition and socialization stages, processes, and outcomes and their impact on new assistant principals’ administrative passages. This chapter concludes with a discussion of the conceptual framework that guides the analysis of the personal, professional, and organizational dynamics of the assistant principal’s administrative passage.
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Notes
- 1.
Studies confirm that positive career events such as promotions can precipitate a sense of loss as the individual discards old roles, identities, statuses, and locations and adopts new ones (Abrego & Brammer, 1992; Hopson & Adams, 1976; Sigford, 1998).
- 2.
According to Adams (1976), the Chinese word for “crisis” comprises the merger of the words “danger” and “opportunity” (p. 157).
- 3.
Constructivism is a theory of learning and knowing that draws primarily from the fields of philosophy, psychology, and science and is based on epistemological concepts derived from the work of Dewey, Piaget, Bruner, Vygotsky, Feurestin, and Kegan (Walker, 2002).
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Armstrong, D.E. (2010). Perspectives on Change, Transitions, and Passages. In: Administrative Passages. Studies in Educational Leadership, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5269-9_2
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DOI: https://doi.org/10.1007/978-1-4020-5269-9_2
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Publisher Name: Springer, Dordrecht
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