I Didn’t Want to Be a Principal

For a long time, I completely dismissed the idea of becoming an administrator. In fact, when my former principal and mentor suggested that I had the skills to become a strong building leader and asked about my interest in the role, my immediate answer to her was, “Absolutely not. I will never, under any circumstances, become a principal.”

As a classroom teacher, fostering positive relationships with my students was a top priority. I knew my students well. I understood their strengths, their challenges, and what I could do to help them feel safe and confident at school. Although I was interested in learning more about school leadership, from the outside looking in, the role of principal seemed like a job filled with meetings, problems, and paperwork.

Over time, my former principal continued to mentor me and offered me additional opportunities to learn and grow. After hearing more about her journey from the classroom into school leadership and seeing her vulnerability and authenticity in the role, I came to understand that I was capable of becoming a strong school leader. Ultimately, I decided to take the leap to school administration because I enjoyed helping as many students, staff, and families as possible, and wanted to make a larger impact beyond the four walls of my kindergarten classroom.

demystifying the role of principal

My first few years as an assistant principal involved a steep learning curve! To help gain a better understanding of the role, I asked a lot of questions, leaned into my connections with other school leaders, and managed to serve four great years as an assistant principal. Although I was thankful to find success as an assistant principal, I still felt anxious about making the next transition into the principalship. My concerns centered around the weight of the title itself. I questioned whether I wanted to take on all the additional pressure that accompanies the role, and I wasn’t sure if I would ever feel ready to do so.

Demystifying the role of the principal is important because misconceptions can have real consequences. For current principals, let’s reflect. How do we talk about our work? What parts of the role are visible to staff and what remains hidden? When teachers only see the stress in our work, we unintentionally reinforce the myths that keep future leaders away. Offering a more accurate picture of what strong school leadership looks like is critical. As principals, we are not just middle managers or disciplinarians. At our best, we’re relationship builders, instructional leaders, and advocates. We are former teachers who carry our classroom values into a broader leadership context.

dispelling 3 myths about school leadership

1. Leadership is not just crisis management. When the role of a principal is seen only through the lens of high stress or crisis management, school systems can lose out on potential leaders who understand classroom instruction and care deeply about students. Yes, principals manage challenging situations. Those parts of the job are real, but at its foundation, the principalship is about people, learning, and advocacy.

2. You can stay connected to students. Principals stay connected to their school community through conversations, relationships, and decisions that shape daily school experiences. This role offers a special opportunity to influence learning and well-being at a schoolwide level. In my role, I am still very connected to the classroom! I work alongside our teachers and staff to problem-solve, refine practices, and ensure that students get what they need to succeed.

I was a brand-new principal during the first two years of the pandemic, so I spent a lot of time supporting students and families who were struggling to reengage with school. One student was frequently absent during remote learning. When I discussed the concerns with her family, I asked if I could set up a call with the student. When we talked, she told me how disconnected she felt. Over the next several weeks, I worked with her teacher, our school counselor, and her family to adjust supports and to put additional check-ins in place. Slowly, her attendance improved and she began participating again. One morning, after we returned to school in person, she even stopped me in the hallway just to say hello and tell me about a project she was excited to start!

That experience taught me that the principalship does not take us farther from students; in fact, it can increase our ability to connect with children and make a difference. I realized that supporting that student on a personal level also meant supporting the other adults around her and strengthening our school’s systems that helped her to succeed. This kind of schoolwide impact benefits everyone.

3. Being a principal doesn’t have to be lonely. It’s often said that leadership is lonely, and while at times that can be true, it doesn’t have to be the norm. I have developed some of my closest friendships by staying connected with other principals in my district and beyond. It’s amazing how helpful it is to receive a phone call or text message of encouragement when you need it the most from someone who fully understands your work!

I have also learned the value of firm work/life boundaries in sustaining ourselves as we serve our students, staff, and families. Effective leaders rely on strong relationships and collaboration to help everyone reach their full potential. Principals who develop, mentor, and encourage other people to lead can build schools where the work is more manageable and meaningful over time.

Taking the first step

If you are a teacher-leader or assistant principal who is hesitant about the principalship, this is an opportunity to look again. Continue to seek opportunities to lead teams, mentor colleagues, or participate in decision-making. Observe your principal not just in a moment of crisis, but also in how they build relationships and support student growth each day.

Initially, I didn’t want to become a principal because I misunderstood what school leadership could be. From my vantage point in the classroom, the role seemed distant from students and heavily defined by meetings and management. I worried that it would pull me away from the relationships that mattered to me the most, but what I didn’t yet understand was that school leadership extends our relationships and influence across our buildings. When we tell the complete story of what principals actually do, we can create space for more educators to see themselves reflected in the role.

At its best, school leadership shapes culture, supports teachers and staff through challenges, and ensures that students and families are heard and valued. It requires someone who understands the needs in a classroom, the emotional weight that teachers carry, and the experiences that students have as they navigate school each day. If you already advocate on behalf of your community while looking for meaningful ways to improve systems, you may be closer to school leadership than you think. Now, when people ask me about the role of a principal, I can honestly say that I can’t see myself serving in any other position.