How Principal Leadership Seems to Affect Early Career Teacher Turnover

Autor/in	Kim, Jihyun
Titel	How Principal Leadership Seems to Affect Early Career Teacher Turnover
Quelle	In: American Journal of Education, 126 (2019) 1, S.101-137 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/705533
Schlagwörter	Principals; Instructional Leadership; Beginning Teachers; Faculty Mobility; Classroom Techniques; Probability + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Junior teacher; Junglehrer; Klassenführung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	Early Career Teacher (ECT) turnover is a critical issue; the teacher turnover rate is significantly higher among ECTs as compared with experienced teachers, and they are more likely to fill vacancies in hard-to-staff schools. This study examines how principal leadership might affect ECT turnover by using a large-scale, nationally representative data set, the Beginning Teacher Longitudinal Survey (BTLS). Using a discrete survival analysis, the author showed that ECT turnover in terms of leaving one's school was indeed substantial. More importantly, principal leadership had a consistent negative association with the odds of ECTs leaving their school during the first five years. Among various aspects of principal leadership, principal leadership related to student behavior management had the strongest association with ECT turnover. In contrast, the association between principal leadership and ECTs leaving the profession was not significant. This study provides empirical evidence of the importance of principal leadership in reducing ECT turnover. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01