INTERVIEW 2
Interview Question Assignment
Central Research Question
How can the problem of a lack of leadership applicants be solved at Chesapeake Public Schools
in Virginia?
Interview Questions
1. What factors may influence your decision to pursue or not pursue leadership roles with
Chesapeake Public Schools?
A review of literature Superville (2022) explains that” fewer teachers may choose to go into
administration as they bear witness to the work-related stress affecting school leaders—85
percent of school leaders report frequent job-related stress and 48 percent report burnout,
according to a 2022 nationwide RAND survey of 1,540 principals”(para. 3). These work related
stress can lead to teachers having mental breakdowns which then causes them to have no desire
to participate in any administrative roles. On the other hand, if a prospect is experiencing
recognition, receiving awards, and has confidence in their leadership, they may be more likely to
apply. Schools that support and encourage career advancements and acknowledge the strengths
in their teachers will give the confidence boost teachers need to transition into leadership roles.
2. How do mentorship and leadership development opportunities impact your interest in applying
for administrative positions?
In a literature review, Leadership Dynamics (2023) states, “As an essential component of any
leadership development program, mentors help develop the skills and knowledge needed to
succeed in demanding roles.” Mentoring serves several purposes in preparing individuals for
leadership roles. Candidates have the opportunity to network with professionals, gain practical
experience, develop confidence, and learn from experts in the field. Applicants have the
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opportunity to network, gain hands-on experience, and build trust and learning from mentors.
They also have the chance to apply what they have learned by tackling challenges that require
them to make informed decisions. Leadership opportunities also provide them with the chance to
receive guidance that will help them grow in their leadership experience.
3. In what ways does the school’s demographics influence whether or not you apply for
leadership roles?
School demographics have a definite impact on whether educators pursue leadership roles. If a
teacher feels represented and receives support based on the socioeconomic and cultural makeup
of their school, then they are more likely to apply for administrative positions. However, if
support is not there, motivation is also lacking. According to Taie and Lewis (2022), “ 77% of
public school principals were White, while only 10% were Black and 9% Hispanic, despite
serving increasingly diverse student populations”(p.3). This large gap can create a perception of
limited opportunities for advancement into administration for teachers of color, which in turn
affects their motivation to apply for leadership positions. School demographics not only play a
significant role in whether an individual applies, but also determine whether they feel a sense of
belonging.
4. How clear and available do you find the administrative pathways for leadership roles in
Chesapeake Public Schools?
A review of the literature shows that educational professionals, like other professionals, desire
career growth. However, educators are leaving the field. According to Darling-Hammond
(2014), “In a study of teachers who left the field, 58 percent reported that their new profession
offered more opportunities for advancement” (p.1). Creating pathways for teachers to enter
leadership provides them with an opportunity to gain direct experience, which can help them
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determine the best path to take. Chesapeake Public Schools offers professional development that
focuses on teachers who aspire to leadership roles (Chesapeake Public Schools, 2024), helping
individuals determine the path they would like to take.
5. What are some recruitment strategies that would encourage you to apply for a leadership role?
In an article review, several methods can be employed to recruit teachers for leadership roles.
Financial incentives are the most obvious way. Ensuring that teachers and administrators receive
a wage that allows them to live comfortably. “ Extensive study indicates that individuals are
more likely to choose a teaching career when teachers’ starting income is comparatively high
compared to other” (Shaoan et al., 2025). Teachers transitioning into administrative roles want to
feel appreciated and be compensated fairly for their worth. With added responsibilities and
stress, pay is the strategy that is best utilized.
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References
Chesapeake Public Schools. (2024, February 6). Professional development.
https://www.cpschools.com/page/professional-development/
Darling-Hammond, L. (2014). Preparing teachers for deeper learning. Stanford Center for
Opportunity Policy in Education. https://files.eric.ed.gov/fulltext/ED559349.pdf
Leadership Dynamics. (2023, April 12). The role of mentorship in leadership development.
Leadership Dynamics.
https://www.leadershipdynamics.io/insights-and-impact/mentorship-leadership-
development4
Shaoan, M. M. R., Namanyane, T., Feng, M., & Arif, M. (2025). A systematic literature review
on the importance of teacher recruitment and retention in global educational reform.
Frontiers in Education, 9, Article 1447752. https://doi.org/10.3389/feduc.2024.1447752
Superville, D. R. (2022, July 26). Thanks, but no thanks: Why teachers don’t want to be
administrators. Education Week. https://www.edweek.org/teaching-learning/thanks-but-
no-thanks-why-teachers-dont-want-to-be-administrators/2022/07
Taie, S., & Lewis, L. (2022). Characteristics of 2020–21 public and private K–12 school
principals in the United States: Results from the National Teacher and Principal Survey
(NCES 2022-112). U.S. Department of Education, National Center for Education
Statistics. https://nces.ed.gov/pubs2022/2022112.pdf
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