Abstract
The purpose of this dissertation in practice study was to explore the relationship between the job competencies and motivation of high school assistant principals in Ohio public schools. The aim of the study was to test the relationship between those variables and, using the findings, to make practical recommendations for the job design of the high school assistant principalship. A quantitative survey was used to test the relationship between job competencies and motivation in the public high school assistant principalship in Ohio. The study found positive, significant correlations between nearly all job competencies and motivation in the public high school assistant principalship in Ohio. As a result, I proposed four recommendations: First, that actual competencies be assigned to high school assistant principals in line with ideal competencies and with school and district objectives. Second, that actual competencies be aligned directly with the competencies practiced in the principalship and that high school assistant principals be mentored accordingly. Third, that job descriptions be created for high school assistant principals that target specific, limited competency areas, and that attempt to mitigate the proliferation of duties. Finally, I recommended that the study be replicated at a future date. Practically speaking, the study increased knowledge of the assistant principalship and impacted leadership pipeline considerations. In terms of future research, the study paved the way to continued research of the competencies of the high school assistant principalship, gaps between ideal and actual competencies, and sources of motivation for high school assistant principals.