ERIC Number: EJ1172770
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Principal Stability and the Rural Divide
Pendola, Andrew; Fuller, Edward J.
Journal of Research in Rural Education, v34 n1 spec iss 2018
This article examines the unique features of the rural school context and how these features are associated with the stability of principals in these schools. Given the small but growing literature on the characteristics of rural principals, this study presents an exploratory analysis of principal stability across schools located in different geographic locales. We use longitudinal data covering all certified education positions in Texas over an eight-year period and employ logistic regression models to examine the ways in which individual and school characteristics influence five-year retention rates for all principals as well as for rural principals. Broadly, our data show that rural principals, on average, leave their positions earlier than non-rural principals and have lower levels of stability. Our results further suggest that while rural principals exhibit less gender and racial diversity, they do not exhibit shorter spells of employment as a principal after controlling for personal and school characteristics. Rural female principals are more stable than rural male principals. In addition, we find that principals with more teaching experience are more stable while those with more assistant principal experience are less stable.
Descriptors: Rural Schools, Principals, Context Effect, Persistence, Personnel Selection, Recruitment, Expectation, Social Influences, Work Environment, Longitudinal Studies, Employment Level, Individual Characteristics, Salaries, Regression (Statistics)
Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A