Leadership and management in education: an autoethnographic perspective on becoming a school principal

Abstract

This article explores the initial stage of a new school principal’s career, a critical period for adapting to new 
roles and responsibilities. During the first year, school leaders encounter numerous challenges, and their responses can 
significantly impact their future careers. Understanding how new principals perceive their roles in the context of 
educational reforms in Kazakhstan is essential. 
The study employs the autoethnographic method, analyzing diary entries, personal reflections, presentations, and 
emails. While this method is not widely used in Kazakhstan, it is widely recognized in international educational 
research. 
Key motivations for choosing the role of a school principal include inspiring students, working with people, and 
shaping the educational environment. Major challenges involve resistance to change, school culture transformation, 
conflict management, and handling stressful situations. The researcher applied various strategies to navigate these 
difficulties. 
Based on the findings, recommendations were developed for policymakers in education and newly appointed school 
principals.