Career Mobility and Departure Intentions among School Principals in the United States: Incentives and Disincentives

Tekleselassie, Abebayehu Aemero; Villarreal, Pedro A.

doi:10.1080/15700763.2011.585536

Cited by 46 publications

(76 citation statements)

References 72 publications

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“…Other studies that found principal experience to be a significant predictor used different measures. Tekleselassie and Villarreal (2010) found that principals who had more experience were somewhat less likely to intend to change schools (OR = 0.99); however, experience was not a significant predictor of principals' intentions to leave the principalship (Tekleselassie & Villarreal, 2010). Also using dichotomous measures, Tran and Buckman (2017) found that among principals in Wisconsin, high school principals with more experience were less likely to change schools (b = −0.27).…”

Section: Principal Characteristicsmentioning

confidence: 99%

“…In Delaware public schools, Solano et al (2010) found that male principals stayed in their schools for 0.4 years longer than women and in the public school system for 0.3 years longer. Nationally in 2003-2004, female principals were 21% (OR = 0.79) less likely to intend to switch schools and 19% (OR = 0.81) less likely to intend to leave the principalship in 2003-2004(Tekleselassie & Villarreal, 2010, and in 2008-2009, female principals still were less likely (OR = 0.71) to have left their schools (Sun & Ni, 2016).…”

Section: Principal Characteristicsmentioning

confidence: 99%

“…Two studies used dichotomous measures, though the first examined principal's intentions and the second considered their actual behaviors. Nationally, minority principals were found to be 21% (OR = 1.21) more likely to intend to leave the principalship all together as compared with White principals (Tekleselassie & Villarreal, 2010). Oberman's (1996) examination of principal turnover in Chicago Public Schools (CPS) also pointed to race, but found that more White principals left between 1992 and 1994 than principals of other races.…”

Section: Principal Characteristicsmentioning

confidence: 99%

“…School conditions, however defined, consistently were related to less stability and more mobility among principals. For instance, Tekleselassie and Villarreal (2010) found that a one-unit increase in reported disciplinary incidents was related to a 9% (OR = 1.09) increase in principals' intentions to change schools. They also found that an increase in work hours did not help explain principals' intentions to leave the profession, but that it did slightly increase their intentions of switching schools (OR = 1.01).…”

Section: School and Student Characteristicsmentioning

confidence: 99%

See 3 more Smart Citations

A Review of the Literature on Principal Turnover

Rangel

2017

Review of Educational Research

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Among the many challenges facing public schools are high levels of principal turnover. Given the important role that principals play and are expected to play in the improvement process, concerns about principal turnover have resulted in a growing body of research on its causes and consequences. The purpose of this review is to take stock of what we have learned about the sources and consequences of principal turnover and to identify what gaps remain. The final review included 36 empirical studies. It discusses and categorizes findings relating to the determinants and consequences of principal turnover. The review concludes with a discussion about the implications of those findings and the areas and kinds of research still needed.

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Section: Principal Characteristicsmentioning

confidence: 99%

Section: Principal Characteristicsmentioning

confidence: 99%

Section: Principal Characteristicsmentioning

confidence: 99%

Section: School and Student Characteristicsmentioning

confidence: 99%

See 2 more Smart Citations

A Review of the Literature on Principal Turnover

Rangel

2017

Review of Educational Research

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“…They determined that salary was strongly correlated to principal intention of leaving or remaining at the same campus. Tekleselassie and Villarreal (2011) suggested that age and gender were related to mobility intention. For example, female principals were more committed to remain at the same campus whereas younger principals were more inclined to make a career move than older ones.…”

Section: Introductionmentioning

confidence: 99%

Student Achievement Differences as a Function of Principal Longevity

Azaiez¹,

Slate²

2017

JAER

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Abstract. In this study, differences in reading and mathematics performances based on principal longevity at the same campus were examined. Data were obtained from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) surveys in which information was collected from parents, teachers, and principals. Data were collected from 9,196 campuses across the United States. For purposes of this investigation, information from only the principal component of the ECLS-K was analyzed. For both reading and mathematics, inferential analyses revealed the presence of statistically significant differences based on principal tenure. Students at campuses where principals had six or more years of experience at that campus had statistically significantly higher average reading and mathematics performance than at campuses where principals had less than six years of experience at that campus. School district officials responsible for principal assignment and transfer may consider these findings when making decisions about changing principal's placement.

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Cultural differences in geographic mobility readiness among business management students in Germany and Spain ahead of graduation

et al. 2021

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Given the increased internationalization of organizations and economies of scale concentrated in urban centers, graduates are often expected to relocate for their first job. Based on Hofstede’s model and Theory of Planned Behavior (TPB), we examine the effects of cultural dimensions (individualism-collectivism and uncertainty tolerance) as well as subjective norms (parents’ and peers’ attitudes towards geographic mobility) on readiness for geographic job-related mobility in samples of German and Spanish business management students ahead of graduation from university. The study involved administering a survey questionnaire to 273 third- and fourth-year business management students of two large universities (one in Germany and another in Spain). Cross-cultural measurement invariance of the measures was confirmed, allowing for comparison of scores across the groups. We found that German students had generally a larger geographical mobility, whose readiness was predicted by parents’ and peers’ perceived attitude and uncertainty tolerance. Readiness for geographic mobility was also higher when social or material incentives are offered, yet geographic mobility readiness for career incentives and for social incentives was predicted by vertical individualism and horizontal collectivism, respectively. This study is one of the first to examine geographic mobility readiness among undergraduate management students in the two countries, who by nature of their training are expected to be mobile. The study also shows the differential effects of sub-dimensions of the Hofstede cultural dimensions.

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Career Mobility and Departure Intentions among School Principals in the United States: Incentives and Disincentives

Cited by 46 publications

References 72 publications

A Review of the Literature on Principal Turnover

A Review of the Literature on Principal Turnover

Student Achievement Differences as a Function of Principal Longevity

Cultural differences in geographic mobility readiness among business management students in Germany and Spain ahead of graduation

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