School principals play an invaluable role in schools’, teachers’, and students’ success; therefore, it is of particular importance that we learn, through empirical research, about the factors related to recruiting and selecting school principals. This study critically reviewed 64 empirical literature studies that were published in the United States over the past 2 decades on the topic of principal recruitment and selection. The present study examined the characteristics of the individuals who apply and are selected to join the principal workforce, as well as the characteristics of the schools and/or districts that attract potential candidates. The topics identified in the review are gender, race, qualifications, and intrinsic motivation at the individual level, as well as school locale, student characteristics, financial incentives, working conditions, superintendents, and hiring practices at the organizational level. Though hiring is a two-way interactive process, the literature to date has paid little attention to the process and practices that lead to recruiting and hiring effective school leaders. This paper concludes with a discussion about the trends that are recognizable in the existing work on principal recruitment and selection, and the practice and policy implications of the study’s review.
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