ABSTRACT
The induction and transition of principals into the profession is of great concern, especially if there are particular events or circumstances that either encourage or discourage capable educators from seeking the position. Duke (1987) argues:
School leaders do not emerge from training programs fully prepared and completely effective. Their development is a more involved and incremental process, beginning as early as their own schooling and extending through their first years on the job as leaders. Becoming a school leader is an ongoing process of socialization. (p. 261)
