This concept article discusses the importance of developing psychic income as an administrative strategy to enhance the context of school environments and to curb high teacher turnover. The hope is to promote further debate and research in order to establish the extent to which psychic income influences retention rates in hard-to-staff schools. Psychic income refers to the satisfaction and benefits derived from intangibles that have non-monetary value in the workplace. We argue that principals have little control over teachers' salaries, but have significant influence in developing psychic income thresholds that can curb high teacher turnover in struggling schools. Discussed are strategies that principals can use to build psychic income for their schools, realizing that success and sustainability of the strategies are dependent on leadership style and tenure of the principal. Through engaged leadership strategies, principals have the capacity to promote psychic income in order to build satisfying school environments.
The purpose of this paper is to establish a connection between spiritual intelligence and transformational leadership in an effort to encourage further debate about the legitimacy of spiritual intelligence in educational discourse. In this context we define spiritual intelligence as an interconnected configuration of affective orientations intimately linked to create meaning through connecting ideas, events, and persons rather than to a specific religious tradition or orientation. An exploration of the meaning of transformational leadership in education in K-12 settings provides the basis for the development of a synthesis from a new perspective of two concepts that empower the dispositions of leadership impacting school culture.
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