The purpose of this analysis is to examine data from the National Schools and Staffing Survey on principal years of experience on the job.
Keyworth, R. (2014). What is the experience level of school principals, in the role of principal? Retrieved from what-is-experience-level834.
In this paper, we study how providing improved information to principals about teacher effectiveness and encouraging them to use the information in personnel decisions affects the composition of teacher turnovers.
Cullen, J. B., Koedel, C., & Parsons, E. (2016). The compositional effect of rigorous teacher evaluation on workforce quality. Working Paper No. 22805. Cambridge, MA: National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w22805.pdf
Principals are in a paradoxical position. On one hand, they're called on to use research-based strategies to improve student achievement. On the other, they're increasingly required to micromanage teachers by observing in classrooms and engaging in intensive evaluation. The authors point out that these two positions are at odds with each other.
Dufour, R., & Mattos, M. (2013). How Do Principals Really Improve Schools?. Educational Leadership, 70(7), 34-40.
This study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, it focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges.
Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552-2585.
Using multiple measures of teacher and principal effectiveness, the authors document that indeed more effective principals see lower rates of teacher turnover, on average
Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514–555.
Using findings generated from a large-scale survey of 1,400 Ontario principals, this paper reports on the influence of opportunities for school–community involvement on the work principals do on a daily basis and details how involvement in such activities influences and impacts their workloads.
Hauseman, D. C., Pollock, K., & Wang, F. (2017). Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload. School Community Journal, 27(1), 83-105.
Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities:
Marzano, R. J., Waters, T., & McNulty, B. A. (2001). School leadership that works: From research to results. ASCD.
Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities.
Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of educational research, 70(1), 55-81.
The purpose of this study was to examine various factors that are often present in principal–teacher interactions and teacher–teacher relationships to see how those may have an impact on teachers’ classroom instructional practices.
Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational administration quarterly, 44(4), 458-495.
This study investigates: (1) how principals’ data-driven practices may vary by principals’ and school backgrounds and how that changes over time; (2) how principals’ data-driven practices influence teacher buy-in; and (3) how principals’ data-driven practices and teachers’ buy-in influence student outcomes.
Yoon, S. Y. (2016). Principals’ data-driven practice and its influences on teacher buy-in and student achievement in comprehensive school reform models. Leadership and Policy in Schools, 15(4), 500-523.