Who Leads Turnaround Schools? Characteristics of Principals in Tennessee's Achievement School District and Innovation Zones

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-12-29 DOI:10.1177/0013161X211055702
LaTanya L. Dixon, L. D. Pham, G. Henry, S. Corcoran, R. Zimmer
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引用次数: 5

Abstract

Purpose: While previous research has examined the impact of school turnaround models, less is known about the principals who lead these turnaround schools. This study examines the personal demographics, experience, educational background, prior school performance, salaries, and turnover of principals who led two turnaround models in Tennessee's lowest performing schools: a state-run Achievement School District (ASD) that has not yielded positive nor negative effects and local Innovation Zones (iZones) that averaged positive effects on student achievement over six years. Methods: We analyze longitudinal, administrative data from the Tennessee Department of Education from 2006–2007 to 2017–2018 to compare pre- and post-reform means and trends in principal characteristics between ASD, iZone, and similarly low-performing comparison schools. Results: ASD schools had higher principal turnover rates and lost principals whose schools performed higher while iZone schools retained more principals and lost principals whose schools performed lower. Moreover, iZone schools employed more experienced principals, more Black principals, and principals with higher graduate degree attainment and paid their principals more than ASD schools. Salary differences between ASD and iZone schools were not explained by principals’ characteristics, such as years of experience. Implications: Our findings reveal differences in leadership characteristics between iZone and ASD schools that were consistent with differences in the effectiveness of the two turnaround approaches.
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谁领导转型学校?田纳西州成就学区和创新学区校长的特点
目的:虽然之前的研究考察了学校转型模式的影响,但对领导这些转型学校的校长知之甚少。这项研究考察了个人人口统计、经历、教育背景、以前的学校表现、工资、,以及在田纳西州表现最差的学校领导两种转变模式的校长的更替:一个是没有产生积极或消极影响的国营成就学区(ASD),另一个是在六年内平均对学生成绩产生积极影响的地方创新区(iZones)。方法:我们分析了田纳西州教育部2006年至2007年至2017年至2018年的纵向行政数据,以比较ASD、iZone和类似的低绩效比较学校在改革前后的主要特征和趋势。结果:ASD学校的校长流失率更高,校长流失的学校表现更高,而iZone学校保留了更多的校长,校长流失了表现更低的学校。此外,iZone学校雇佣了更有经验的校长、更多的黑人校长和研究生学历更高的校长,他们向校长支付的薪酬高于ASD学校。ASD和iZone学校之间的薪酬差异并没有用校长的特点来解释,比如多年的经验。启示:我们的研究结果揭示了iZone和ASD学校在领导力特征上的差异,这与两种转变方法的有效性差异一致。
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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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