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

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-11-13 DOI:10.1177/0013161X211051974
David E. DeMatthews, David S. Knight, Jinseok Shin
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引用次数: 3

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.
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校长丘恩:理解领导层更替与教师流失的关系
目的:校长对学校的改善至关重要,在创建包容性和高绩效学校方面发挥着至关重要的作用。然而,每年大约有五分之一的校长离开学校,为低收入有色人种学生服务的学校的流动率更高。与此相关的是,高教师流动率加剧了与不稳定的学习环境相关的挑战。我们的研究考察了校长更替对教师更替的影响程度。我们在过去工作的基础上,通过探索城市高贫困环境中教师和校长流动之间的关系如何不同,并通过研究长期校长流动的影响。研究方法/方法:我们利用了德克萨斯州学生和员工层面的全州纵向数据集,该数据集包括1999-2000学年至2016-17学年的所有公立K-12学校。我们估计了具有学校固定效应的教师水平模型,使我们能够将校长离职前和离职后学校的教师流动与没有校长流动的类似学校进行比较。研究结果:在经历领导层更替的学校中,教师更替率飙升,在高度贫困和城市学校、平均教师经验较低的学校以及经历长期校长更替的学校,这种影响更大。影响:提高领导层的稳定性,特别是在校长长期流失的城市学校,可能是减少教师流失的有效方法。校长和教师流失及其相互关系有待进一步调查。该领域将受益于定性研究,这些研究可以对有助于主要人员流动的个人决策和组织流程提供重要见解。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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