ERIC Number: EJ1128979
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
How Much Do School Principals Matter When It Comes to Teacher Working Conditions?
Educational Evaluation and Policy Analysis, v39 n1 p126-145 Mar 2017
Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers' perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers' perceptions of four measures of their working conditions and their principal. It finds that teacher ratings of the school environment depend on which principal is leading the school, independent of other school and district contextual factors, suggesting districts struggling with teacher turnover should assess climate and use that information to advise and support principals.
Descriptors: Principals, Administrator Role, Teaching Conditions, Teacher Administrator Relationship, Labor Turnover, Public Schools, Teacher Surveys, Teacher Attitudes, Value Added Models, Educational Environment, Teacher Persistence, State Surveys, Comparative Analysis, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A