Motivational Factors for Pursuing Degrees in Educational Administration

Introduction

The findings presented in this chapter serve as a follow up to a study conducted by McNeese,, Roberson, & Haines, (2009) designed to assess the underlying motivations for students pursuing degrees in educational administration. The researches in this study sought to assess whether the motivations for students entering educational administration programs have evolved in recent years. Few today will argue that there is a lack of supply of willing and qualified administrators in many states (Archer, 2002; Davis, Darling-Hammond, LaPointe, & Meyerson, 2005; Smith, 2008). Pools of highly qualified applicants needed to replace retiring and departing administrators has become much smaller (Guterman, 2007) leading to severe shortages of willing and qualified applicants. Most shortages are especially acute in rural high minority areas (Forsyth & Smith, 2002; Pounder, Crow, & Shepherd, 2003). Cusick (2003) noted applicants for principal positions has steadily declined in Michigan by 50-67%, and Gewertz (2000) claims the looming job-vacancy problem is partly due to a large number of administrators retiring coupled with fewer teachers entering administration due to accountability pressures to produce higher academic achievement. Rayfield and Diamantes (2004) also asserted that fewer teachers are deciding to enter administration. Even though there are teachers holding administrative licenses, fewer of them are choosing to pursue careers as principals and assistant principals. Approximately half of those who graduate from principal preparation programs become administrators. The objective of this chapter is to provide information to school district officials regarding possible motivations for district employees pursuing degrees in educational administration.