The effectiveness of interpersonal and relational skills criteria in the selection of Queensland Executive Principals

Abstract

The question of whether Principals in large schools require high level interpersonal and relational skills to succeed, and whether the majority of incumbents of these positions have these skills has been largely ignored in the research about Principal leadership. This study examines a sample of half of the most senior Principals in Queensland, those in schools of more than 1600 students who have had to re-apply for their positions under the title of Executive Principal. Data is collected from the Executive Principals; their supervisors; and officers within their schools who directly report to them. The research uses a mixed research approach using both qualitative and quantitative methodology and employs both interviews and questionnaires to affirm the conclusions from the literature study that these skills are vital to effective principalship in large and complex schools. The data collected in the research shows that interpersonal and relational skills are seen by all parties as vital to effective principalship, and suggests that these skills are not only important, but perhaps the most important. The conclusions of the research not only confirm the view that interpersonal and relational skills are vital to success as a principal, but also document some of the key skills in this area which are important – authenticity; collaboration and the ability to build partnerships; the ability to influence; concern for others; the ability to inspire and motivate; and the ability to deal with complex situations and people. The paper provides a platform for further research in this area across the full breadth of the principalship.