A Review of the Literature on Principal Turnover

Rangel, Virginia Snodgrass

doi:10.3102/0034654317743197

Cited by 85 publications

(93 citation statements)

References 47 publications

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“…Goldring and Taie (2018) and the National Center for Education Statistics (NCES) estimate that school leaders' turnover rates are nearing 18% nationally. In light of this number, many scholars have been working to determine precisely why principals leave (Fuller and Orr, 2008;DeAngelis and White, 2011;Snodgrass Rangel, 2018;Grissom and Bartanen, 2019), and a growing number of scholars have begun to examine how self-care specific interventions that may help prevent principal turnover (Mahfouz, 2018a,b;Carpenter, 2020;Liu, 2020;Ray et al, 2020). To date, no known study has directly incorporated self-care theory into its examination of possible interventions for school leaders.…”

Section: Self-care Theory In Educationmentioning

confidence: 99%

Confronting COVID: Crisis Leadership, Turbulence, and Self-Care

2021

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School leadership during the pandemic serves as the contextual backdrop for this conceptual article. Specifically, we believe the preparation of today’s school leaders must be re-examined to consider the inclusion of frameworks that consider not only how principals might navigate extreme crises but also how they look after themselves and their wellbeing in ways that may curb the chronic stress that often leads to professional burnout. In this article, we tie together three bodies of literature – crisis management, leadership in turbulence, and self-care – and introduce a conceptual framework that may help us reconsider the preparation of today’s school leader. These bodies of literature, while not yet broadly studied in education, are key to our understanding of how school leaders can successfully practice their new day-to-day practices after experiencing turmoil under the COVID-19 pandemic.

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Section: Self-care Theory In Educationmentioning

confidence: 99%

Confronting COVID: Crisis Leadership, Turbulence, and Self-Care

2021

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“…Sumado a los fuertes procesos de accountability, presiones externas y demandas internas que hacen cada vez menos atractivo asumir un puesto de director en una escuela (Bush et al 2009). Durante la última década, diversos sistemas educativos han visto que los postulantes al cargo de director han disminuido notoriamente, como es el caso de Inglaterra, Estados Unidos y Australia (Snodgrass, 2018). Diseñar una carrera más atractiva con mejores incentivos económicos, espacios y estructuras laborales más flexibles junto a apoyos profesionales específicos parecieran ser algunas de las acciones para mejorar la cantidad y calidad de postulantes.…”

Section: La Importancia Del Rol Directivo: Los Procesos De Selecciónunclassified

Procesos de selección de directores escolares en Latinoamérica: Brasil, Chile, Colombia y Perú

Aravena

2020

EPAA

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School leadership is key for improving teaching practices and student learning outcomes. Thus, the selection process for school principals is important for school improvement. This article presents a comparative case study describing four national contexts, Brazil/Rio de Janeiro (democratic model), Chile (politicized model), Colombia (managerial model) and Peru (mixed model). The study reports that principal´s selection systems in Latin-American region are diverse in terms of their scope, the agencies involved in the process, who makes the final decision, and the use of selection strategies. Finally, it concludes with proposals for improvement selection processes of school principals in Latin America.

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“…Distributed leadership, as envisioned in the IPPL, is another unique contribution to the conceptualization of systems change work in schools. Since one of the most common barriers to effective and sustaining systems change is the frequency in leadership turnover within schools (Turri et al, 2016;Snodgrass Rangel, 2018), it is important to consider alternative approaches to leadership empowerment and distribution within systems change efforts. New distributed and networked models of leadership no longer see a single leader at the top of a pyramid, but identify the values of sharing roles and responsibilities throughout the school (Castells, 2010(Castells, , 2012.…”

Section: Distributed Leadershipmentioning

confidence: 99%

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

Miller

Abdou

2018

Front. Educ.

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Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic, and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable systems change. Throughout the following discussion, the authors argue that the school-wide programs most commonly utilized in schools lack the explicit organizational structures for integrating culturally responsive practice, leadership development, and collaborative community building processes that are essential to sustainable implementation. Therefore, this conceptual paper aims to explore the possibilities for practical applications of the Integral Perspective of Peace Leadership (IPPL, McIntyre Miller and Green, 2015) within school systems change efforts by shifting focus from direct student skill development toward a more integrated and systems-oriented approach aimed at strengthening culture and capacity within communities of educational leaders. The IPPL can "connect the dots" and provide a strong foundation through which school-wide change is possible and more sustainable. By challenging individuals, schools, communities, and organizations to examine and include Innerwork; theories, behaviors and practices, or Knowledge building; Communities of practice; and Environment work, such as systems and global thinking (McIntyre Miller and Green, 2015), the implementation of the IPPL may "challenge issues of violence and aggression and build positive, inclusive social systems and structures" (McIntyre Miller, 2016, p. 223). The purpose of this paper is twofold. First, there is a discussion of how the elements of the IPPL connect to school culture and system change. Second, specific examples, such as character development, mindfulness, school-wide positive behavior supports, social-emotional learning, professional learning communities, home-school connection, systems thinking, and distributed leadership, will demonstrate how school leaders might engage, using consultants and an implementation team, in the work to create positive, equitable school cultures.

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A Review of the Literature on Principal Turnover

Cited by 85 publications

References 47 publications

Confronting COVID: Crisis Leadership, Turbulence, and Self-Care

Confronting COVID: Crisis Leadership, Turbulence, and Self-Care

Procesos de selección de directores escolares en Latinoamérica: Brasil, Chile, Colombia y Perú

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

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