The cost of replacing South Carolina high school principals

Tran, Henry; McCormick, Jessica; Nguyen, Trang Thu

doi:10.1177/0892020617747609

Cited by 15 publications

(18 citation statements)

References 24 publications

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“…However, Tran et al (2018) note that school-principal shortages are an international crisis (also see Kruger et al, 2005; National Association of Elementary and Secondary Principals, 2008). Contributing to this crisis, Wahlstrom et al (2010) noted that as many as half of all new principals leave their position within 3 years, while Goldring and Taie (2018) estimate that turnover in the United States is 18%.…”

mentioning

confidence: 99%

Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.

Horwood

Marsh

Parker

et al. 2021

Journal of Educational Psychology

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Paradoxically, school leaders as a group report high levels of burnout but also high job satisfaction and passion for their work. School principals are passionate about their job, but this passion can be a double-edged sword leading to good (job satisfaction) and bad (burnout) outcomes. We extend the dualistic model of passion (DMP) in a study of changes over a 1-year period (3,996 school leaders) in three components of work passion (general, harmonious, and obsessive), burnout, and job satisfaction. We begin by placing the DMP into a broader framework of passion research and how passion is related to other well-being constructs. We then develop the rationale for integrating within the same study the obsessive passion and harmonious passion constructs used in DMP studies and general passion used in most other passion studies, but also the inappropriateness of the exclusion strategy based on general passion in DMP research. We found that Time1 harmonious passion was related to job satisfaction (positively) and burnout (negatively), while the pattern of relations was the opposite of obsessive passion. However, over time, harmonious passion and obsessive passion were moderated by general passion. The protective effect of harmonious passion on burnout was smaller when general passion was high, while undesirable obsessive passion effects were only evident when general passion was high. School principals’ work passion may help them avoid burnout and maintain high job satisfaction, but only when manifested harmoniously. We describe how future studies of longitudinal passion can be integrated into the broader job demands-resources model.

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mentioning

confidence: 99%

Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.

Horwood

Marsh

Parker

et al. 2021

Journal of Educational Psychology

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“…Schools experience distinct benefits when principals remain in a school for five to seven years (Tran et al, 2018). Prior research finds a positive correlation between principals' years of experience and elements of their performance in schools (Bastian and Henry, 2015).…”

Section: Why Principals Leavementioning

confidence: 99%

Building experience and retention: the influence of principal tenure on teacher retention rates

Guthery

Bailes

2022

JEA

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PurposeHiring teachers is among principals' most critical work but what remains uncertain is the relationship between a principal's tenure in a school and the rate at which they hire teachers who will stay. Teacher retention and principal experience are key predictors of school stability. This study therefore investigates the influence of principal tenure on the retention rates of teachers they hire over time.Design/methodology/approachThe authors followed 11,717 Texas principals from 1999 to 2017, and tracked the teachers they hired in each year of their tenure in a school to see if principals became more effective at hiring teachers who stay over time. The authors use regression with fixed effects and find that the longer a principal stayed in a school, the more effective they were at hiring teachers who stay to both three- and five-year benchmarks.FindingsPrincipals hire significantly more teachers who persist after they have led their first school for five or more years; however, the average principal in Texas leaves a school after four years thus never realizing those gains. The authors' second main finding indicates that principals who enter an unstable school (less than 69% retention in the two years prior to the principal's arrival) and stay at least five consecutive years, can counteract prior instability.Originality/valueThis study provides initial evidence that principals establish a great deal of building-specific situational expertise that is not easily portable or applicable in a subsequent school placement.

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“…Given the anticipated and present shortages, stabilizing the rural and urban teacher workforce is of utmost urgency (UCEA, 2018). Even interventions and educational programs with high potential will not yield the fruits of the labor if the educator force is constantly replaced (Tran, McCormick, & Nguyen, 2018).…”

Section: Improved Student Achievementmentioning

confidence: 99%

The Strategic Support to Thrive Beyond Survival Model: An Administrative Support Framework for Improving Student Outcomes and Addressing Educator Staffing in Rural and Urban High-Needs Schools

2020

REAL

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Article InfoThis paper presents an empirically grounded conceptual model that positions the principal as the talent developer, who when provided mentorship on how to strategically scaffold their teachers, will improve their own self-efficacy and competencies to provide better administrative support. Not only will this mentorship decrease their feelings of job-related overburden and improve their retention, but they will also jointly increase teacher support (thereby reducing their turnover) and increase performance by improving student learning. The model advances scholarship by addressing administrative and leadership mentoring and role modeling in cross-cultural contexts through a multi-level framework (i.e., mentorship to school leaders on how to mentor and support teachers), with the goal of improving social justice through the advancement of social inclusion. The paper will interrogate how mentoring and development is conceived by distinguishing the different types of administrative support that leaders in rural and urban high-needs (high poverty and low-performing) schools must

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The cost of replacing South Carolina high school principals

Cited by 15 publications

References 24 publications

Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.

Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.

Building experience and retention: the influence of principal tenure on teacher retention rates

The Strategic Support to Thrive Beyond Survival Model: An Administrative Support Framework for Improving Student Outcomes and Addressing Educator Staffing in Rural and Urban High-Needs Schools

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