Institutional and Non-Institutional Factors That Lead to Principal Retention in Urban School Districts

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Autor/in	Pritchard, Tenia N.
Titel	Institutional and Non-Institutional Factors That Lead to Principal Retention in Urban School Districts
Quelle	(2019), (203 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Bowie State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-6999-5
Schlagwörter	Hochschulschrift; Dissertation; Principals; Labor Turnover; Urban Schools; School Districts; Low Achievement; Administrator Attitudes; Persistence; Professional Autonomy; Compensation (Remuneration); Interpersonal Relationship; Mentors; Work Experience; Educational Attainment; Costs; Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Unterdurchschnittliche Leistung; Ausdauer; Berufsfreiheit; Abfindung; Kompensation; Lohnausgleich; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Bildungsabschluss; Bildungsgut; Cost; Kosten; Influence; Einfluss; Einflussfaktor
Abstract	United States principals are exiting the profession in epidemic numbers (School Leader Network, 2014). Approximately 25,000 or 25% of principals leave the profession each year and an astonishing 50% of new principals exit the profession by their third year in leadership (School Leaders Network, 2014). Turnover is costing school districts an estimate of up to $36 million on hiring costs annually (School Leaders Network, 2014). Some principals are separated from their position by the school district administrators that employed them, while others leave voluntarily. The researcher in this qualitative study used an interview protocol and a brief questionnaire to answer the questions: (1) What are the variables that influence principal retention in low-performing urban school districts; (2) What institutional and non-institutional factors influence principals' desire to remain in the position; and, (3) What prior academic, professional and social variables influence principals' decision to remain in the position? This qualitative research study used a single instrument case study (Yin, 2018 & Bhattacharya, 2017) as the framework for the investigation. The researcher collected and coded data that was gathered during the interview process. The data was coded in order to identify emerging categories and themes. The five themes that emerged from the analysis of the data were: (a) autonomy, (b) compensation, (c) relationships with stakeholders, (d) mentorship and (e) background in education. The findings indicated that principals were more likely to remain in their current position when they: (a) have autonomy and control over decision-making, such as staffing, budget, and curriculum and instruction; (b) feel like they are adequately compensated for their performance; (c) have positive relationships with members in their school communities, such as students, staff, parents, community members, the superintendent, other principals and district office employees; (d) have the support from a mentor; (e) and have a background in education which includes degrees in educational leadership and prior experience in leadership positions, such as an assistant principal or a central office employee prior to assuming the principalship. The data from the research study can be used to inform school district administrators on strategies that can be employed to attract and retain highly qualified candidates for the position. The information gathered can help design principal preparation programs in order to train potential leaders. School district leaders could use information collected to develop professional development programs to support novice and seasoned principals on effective instructional best practices for school leaders. The findings from the study may also remedy the myriad of problems that school district administrators face when principals prematurely depart from the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01