| The purpose of this research was to explore the relationship between time spent in the classroom and the challenges and opportunities encountered by educators with less than ten years experience and who enter the principalship. Using a grounded theory methodology, this study utilised both surveys and interviews to garner data from participants. The data led to results that stipulated time in the classroom was not statistically significant to novice educators' abilities as a principal and to their perception of autonomy, though the number of previous, quality leadership opportunities was found to be statistically significant to the challenges neophyte educators' encountered as principals and their sense of autonomy. Without enough leadership opportunities, which can be affected by the amount of time one stays in the classroom teaching, the novice educator's belief in his or her autonomy and ability to manage the issues he or she faces in the principalship is likely affected negatively. This study's findings could direct future research and principal preparation programs to explore the impact the quality of previous experiences has on the principalship, and if these experiences can be obtained within a limited timeframe. |
