Boon, Zoe Suan Loy

This paper sets out to present findings based on a study of the processes of "principalshipmaking" in the Singapore education system. Data was gathered from twenty-one primary and secondary school principals, each with headship experiences ranging from one to fifteen years. The paper highlights how the formative years of these principals had a significant impact on "who" they were and how that determined the ways they led schools. Second, based on what principals said about their pre-headship years, the processes of socialisation along the leadership path were evident. Besides the influences of the formation and accession phases, other ways in which principals were "prepared" to take on leadership roles are also raised. Finally, the paper concludes with practical implications of the study on policies related to principalship selection, training, and appointment.

This thesis set out to find answers to these research questions: What were the significant formative influences on the novice principals and how did those influences have an impact on their behaviours, actions and attitudes in their present roles? In the views of the novice principals, to what extent were they prepared for their first experience of principalship? What were the significant relationship experiences encountered by these principals during their first two years in post? What forms of decision-making, advice, counsel. emotional and other support did the beginning princilpals draw on during the first two years in their respective postings to enable them to face the complexity of their roles effectively? In what ways can other novice principals be better prepared and supported at the systemic, organisational and individual levels when they first take up principalship positions?

A post-positivist, biographical approach was adopted to seek answers to these questions. For the main part of the study, in-depth interviews were conducted with twelve beginning principals in primary and secondary schools in Singapore. A standard interview structure was designed to elicit responses from these principals, who were in post for a duration of six months to two years.

Data from these principals, together with a wide spectrum of information from secondary sources, pointed to several key findings. First, the formative years of these novice principals had a considerable impact on their practice of principalship. In addition to the influence of religion, it was the socialisation agencies of the principals' respective families and schools that played a noticeable role in the conception of their "self' and their "leadership character". Second, the early work experiences of these principals prior to school headship were critical not only in terms of preparing them for their nevv roles, but more significantly, in the way they strategised their career trajectories. Third, the act of leading in the initial incumbency phase was fraught with numerous challenges, most of which were closely related to the contexts of their respective schools. Hence, the first years of principalship had much to do with not only the formative years and preparatory phase during accession, but also the larger contexts beyond the perspectives of the principals as individuals.

In Singapore, in particular, its unique historical, economic, and socio-political context has defined the broad agenda and priorities of the Ministry of Education (MOE). In a work environment characterised by continuous change, uncertainty and unpredictability, it was not surprising that the novice principals claimed that no one could to be fully ready to head schools, regardless of their levels of preparation prior to headship or the nature of formal training.

Finally, from the data, ideas were generated about the shape that leadership preparation might take in the future in Singapore. In particular, an emerging Singapore model of principalship formation was proposed.