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dc.contributor.authorRoss, Tara
dc.date2022
dc.date.accessioned2022-05-02T18:51:30Z
dc.date.available2022-05-02T18:51:30Z
dc.identifier.urihttp://hdl.handle.net/10898/13586
dc.description.abstractAmong the many new educational challenges resulting from COVID-19 and existing learning deficits of students in underserved communities, districts and policymakers must address the school disruption caused by constant principal turnover. Extensive empirical studies on principal turnover continually show that transiting leaders impact staff and students at similar rates each year, further widening the gaps in performance for select subgroups of students and the careers of these leaders. The purpose of this study was to examine the causes of principal turnover in relation to those who stay and leave public education after one and three years with a focus on high school principals from a large metropolitan district in a southwestern region of the United States. The researcher aggregated district and school-level certified personnel data of 339 from approximately 2000 school principals through 2017-2020. The data were compiled into two categories: (a) staying on or leaving the job after one year and (b) staying on the job or leaving after three years. Using binomial logistic regression design, the researcher determined the extent that principals leave their schools based on individual and collective influences in the profession. The construct of job embeddedness was used to define the voluntary principal turnover behaviors for multiple years. The analysis showed a decrease in the principals who stayed at the same school from one to three years, with key variables such as the principal’s age, gender, and subordinate leaders predicting their intent to remain with the institution. The impact takes three to five years to improve the school or return student performance to a certain level. Furthering students’ educational path requires the district and school leaders to develop systematic and supportive processes to decrease principal turnover rate, particularly with minority student populations and inexperienced school leaders. Preventing and predicting involuntary principal turnover is necessary to increase and sustain the achievement and school climates conducive for favorable working and learning conditions. Recommendations included systematic efforts for national, state, and district retention initiatives, ongoing professional development on school improvement cycles, coaching for principals beyond their first two years, and greater autonomy at the school level.
dc.publisherMercer University
dc.subjectEducational leadership
dc.subjectEducational administration
dc.subjectEducational psychology
dc.subjectAssistant principals
dc.subjectTift College of Education
dc.subjectHigh school principals
dc.subjectJob embeddedness
dc.subjectPredictors
dc.subjectPrincipal turnover
dc.titleJob Expectancy, Burnout, and Departure: Predictors of High School Principal Turnover
dc.typedissertationen_US
dc.date.updated2022-04-28T16:04:54Z
dc.language.rfc3066en
refterms.dateFOA2022-05-02T18:51:30Z
dc.contributor.departmentTift College of Education
dc.description.advisorBoggs, Olivia
dc.description.committeeBalloun, Joseph
dc.description.committeeDavis, Carl
dc.description.degreePsy.D.


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