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Principal leadership
Title
Principal leadership: the missing link in teacher retention.
Creator
Cornella, Janet A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the...
Show moreThe purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome., Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2683125
Subject Headings
Teacher turnover, School prinicipals, Training of, Teachers, Recruiting, School management and organization, Educational leadership
Format
Document (PDF)
Factors That Influence African American Males to Become Public School Teachers
Title
Factors That Influence African American Males to Become Public School Teachers.
Creator
Howard, Thomas E., Maslin-Ostrowski, Patricia, Florida Atlantic University
Abstract/Description
This study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics,...
Show moreThis study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics, including independent sample t tests and ANOVA to determine the significance of their effects. Results of the study revealed that all twenty-one career choice factors influenced African American males in their decision to become public school teachers. However, the level of influence of intrinsic career choice factors (i.e., opportunity to work with children, importance of teaching and contribution to society) was significantly higher than the level of influence of extrinsic career choice factors (i.e., salary, advancement opportunities and fringe benefits) on the career choice decisions of African American male public school teachers. For educational and political leaders at the national, state and local levels, these findings may provide them with valuable information to consider as they develop recruitment strategies aimed at increasing the number of African American male public school teachers.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000669
Subject Headings
African American educators--United States, Multicultural education--United States, Minority teachers--Recruiting, Teaching--Vocational guidance
Format
Document (PDF)