The Principal-Teacher Churn: Understanding the Relationship between Leadership Turnover and Teacher Attrition

Autor/inn/en	DeMatthews, David E.; Knight, David S.; Shin, Jinseok
Titel	The Principal-Teacher Churn: Understanding the Relationship between Leadership Turnover and Teacher Attrition
Quelle	In: Educational Administration Quarterly, 58 (2022) 1, S.76-109 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMatthews, David E.) ORCID (Knight, David S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X211051974
Schlagwörter	Faculty Mobility; Teacher Administrator Relationship; Principals; Labor Turnover; Administrator Role; Urban Areas; Poverty Areas; Longitudinal Studies; Kindergarten; Elementary Secondary Education; Instructional Leadership; School Administration; Texas + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Urban area; Stadtregion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999-2000 to 2016-17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01