Studies of early-career teachers in the 1970s–1990s find that one-quarter to one-half of teachers who left the classroom eventually returned and that returning was associated with teachers’ gender and their child-rearing responsibilities. However, much has changed in the last forty years. Women are more likely to continue to participate in the labor force after having children, and teacher labor markets have been impacted by federal policy (e.g., No Child Left Behind, Race to the Top) and the Great Recession. Using data from the National Longitudinal Survey of Youth 1997 (NLSY97), I find that only one-fifth of teachers who exited the profession from 2000–2019 returned. This is a substantially lower rate of return compared to similar work using a previous cohort of teachers from NLSY79. Furthermore, I do not find evidence that teacher reentry is associated with gender or child-rearing status. These findings have implications for teacher labor markets, as reentering teachers can expand the pool of experienced teachers.
Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in Tennessee, where assistant principals are evaluated using a state-wide leadership evaluation system. We use regression analysis to determine the relationship between assistant principals’ roles and their perceptions of this evaluation system. Findings: On average, assistant principals in our sample spend 29% of their time on instructional leadership, 46% of their time on student affairs, and 25% of their time on school management. Those that spend more time on instructional leadership have more positive perceptions of the evaluation system. Perceptions of the evaluation system are also related to previous evaluation scores, the principal–assistant principal relationship, and novice assistant principal status. Implications: Our work raises important questions about the potential misalignment between assistant principals’ roles and their evaluations. This misalignment has potential implications for assistant principals’ development and career advancement. States and districts might consider if assistant principals’ evaluation systems are well-aligned with assistant principals’ roles and developmental needs. Further research is needed on the topic of assistant principals' evaluation systems.
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