Factors influencing principals’ retirement decisions

Abstract

This study, conducted in one state in the United States, replicated similar research from over a decade ago to compare principal demographics and reasons for remaining or leaving the profession. Demographics have trended with the nation. Principals are older, more diverse and are largely eligible for retirement within the next five years. Similar demographics are noted in Australia, New Zealand and the United Kingdom. The reasons for retiring have changed dramatically since the first survey. External mandates were the number one reason for retirement. Another reason included spending more time with their family. Around the globe, other countries are considering national initiatives, such as accountability and high-stakes testing or national curriculum standards. This study may provide a cautionary note regarding the impact on principal role and retention. Thus, while the study occurred in the United States, the policies that influenced principals' reasons for choosing to retire or stay in the profession appear to have global implications.

Principals and stress: Few coping strategies for abundant stressors

“…In addition, higher stress is associated with higher attrition rates of principals and superintendents (Kelley and Peterson, 2006; Winter et al, 2007). In academic year 2012–2013, principals’ most common reasons for leaving were: external mandates from national or state sources; need for more time with family; time requirements of the position; frustration with barriers; internal mandates; and burnout (Reames, Kochan, and Zhu, 2013). These reasons contrast sharply with those provided in 1999, when the top reason for leaving was to get another position (Reames et al, 2013), providing evidence that in the early-21st century, there has been a strong increase in pressure on principals and thus, the reasons for leaving a job have become more complex.…”

“…In academic year 2012–2013, principals’ most common reasons for leaving were: external mandates from national or state sources; need for more time with family; time requirements of the position; frustration with barriers; internal mandates; and burnout (Reames, Kochan, and Zhu, 2013). These reasons contrast sharply with those provided in 1999, when the top reason for leaving was to get another position (Reames et al, 2013), providing evidence that in the early-21st century, there has been a strong increase in pressure on principals and thus, the reasons for leaving a job have become more complex. In surveys, 91% of principals identified burden of the job as reason for leaving, with district and state mandates frequently cited as a major source of stress (Owings, Kaplan, and Chappell, 2011; Pijanowski, Hewitt and Brady, 2009).…”

“…Remaining in their positions for such a short period of time is not enough to impact students’ academic achievement. In the New York City public school system, more than 50% of 1400 principals left their jobs between 2000 and 2006 (Reames et al, 2013). The educational community faces a looming crisis related to a shortage of candidates for school administrator positions (Rayfield and Diamantes, 2003) that needs to be addressed by understanding the reasons for such a shortage.…”

Principals changing schools and their career options after principalship: Exploring reasons and options within Malaysian principalship

“…Empirically, previous studies have pointed out that principals leave the profession for many reasons: taking a position elsewhere in the state, conflict with the local community, or frustration (Kochan and Spencer, 1999); avoiding the feeling of stagnation (Fidler et al, 2009); a high volume of working hours, with an average of 59 hours per week (Lavigne et al, 2016); difficulty in accepting new challenges arising from previously routine tasks, lack of support, and family reasons (Sheppard, 2010). In contrast, Reames et al (2014) reported that, based on their findings, some principals remained at the same school because they believed that they still felt a crucial duty to empower their teachers and students’ capabilities, received strong backing from the community and from their colleagues, and enjoyed the post and role of a school principal. However, they also believed principals would leave the post for family and health problems.…”

A Review of the Literature on Principal Turnover

“…Finally, because the measure used is driven by the research question(s) posed, it is important to note that even within one type of measurement, such as dichotomous measures, there are differences. For instance, dichotomous measures include all the following scenarios: whether a principal intends to leave his or her school (e.g., Reames et al, 2014; Tekleselassie & Villarreal, 2010), whether a principal actually leaves his or her school (e.g., Li, 2015; Papa, 2007), or whether a principal leaves after his or her first year or after the second year (Burkhauser et al, 2012). These differences matter both for how we understand and theorize about principal turnover and for how policy makers should think about and try to address turnover.…”