Examining the Effect of Principal Turnover on Teaching Quality: A Study on Organizational Change with Repeated Classroom Observations

Autor/inn/en	Pietsch, Marcus; Tulowitzki, Pierre; Hartig, Johannes
Titel	Examining the Effect of Principal Turnover on Teaching Quality: A Study on Organizational Change with Repeated Classroom Observations
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 3, S.333-355 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pietsch, Marcus) ORCID (Tulowitzki, Pierre) ORCID (Hartig, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1672759
Schlagwörter	Principals; Labor Turnover; Teacher Effectiveness; Correlation; Classroom Observation Techniques; Instructional Leadership; Leadership Styles; Administrator Role; Foreign Countries; Elementary Schools; Administrator Surveys; Teacher Surveys; Social Environment; Educational Environment; Administrative Change; Germany; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Ausland; Elementary school; Grundschule; Volksschule; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Deutschland
Abstract	There is a large base of empirical evidence that points to the importance of school leadership with regard to functional schools and student achievement. Based on this importance, a change of principal can be a critical event for a school. This study seeks to answer the question if principal turnover is associated with a change in a school's teaching quality and the role of moderators and interactions in this regard. Based upon data from n = 10,036 high-stakes classroom observations gathered cross-sectionally within n = 101 primary schools at 2 time points, the results show that teaching quality seems to be buffered from direct effects of principal turnover to some extent. However, further analyses demonstrate that the change in principal leadership might have negative effects on teaching quality in low-socioeconomic-status schools when new principals try to apply strong instructional leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01