NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1128979
Record Type: Journal
Publication Date: 2017-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0162-3737
How Much Do School Principals Matter When It Comes to Teacher Working Conditions?
Burkhauser, Susan
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A