The influence of typologies of school leaders on teacher retention

Angela Urick

67 citations0/0 files storedJournal of Educational Administration

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School Leadership and Teacher Performance Teacher Education and Leadership Studies Educational Leadership and Practices

Abstract

Purpose – While school leadership literature has searched for practices with the largest effect on outcomes, we know little about how these behaviors vary by context. Further, recent shifts to include teachers in leadership have prompted a need for purposeful distinction between teacher and principal perceptions and roles. Person-centered statistics offer a means to study differences in how teachers and principals perceive leadership by context, how these perceptions interact, and the extent to which this interaction influences teacher decisions, such as whether or not to remain at their current school. The paper aims to discuss these issues. Design/methodology/approach – This study applies a two-level latent class analysis (LCA) with a cross-level interaction to the 1999-2000 Schools and Staffing Survey (SASS),n=35,560 teachers acrossn=7,310 US public schools. SASS includes a comprehensive set of leadership measures, not found in other surveys, collected when US schools restructured to include teachers in leadership. Multilevel LCA helps to identify different types of teachers and principals in leadership, the distribution of teacher types across principal types and to test the extent that these types predict teacher retention decisions. Findings – Teacher and principal types were best defined by the survey items that addressed their own role not the role of the other. The highest and lowest responding teacher types were evenly distributed across principal types. Teacher types who reported the lowest principal-directed leadership were more likely to leave their school regardless of principal type. Originality/value – This study provides evidence for how leadership differs across perceptions and context and, in turn, influences teacher retention.

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References

1987Leadership and Performance beyond Expectations 2007Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study 1991PEOPLE AND ORGANIZATIONAL CULTURE: A PROFILE COMPARISON APPROACH TO ASSESSING PERSON-ORGANIZATION FIT 2005Teachers, Schools, and Academic Achievement 1969A Theory of Leadership Effectiveness 2000Integrating Person‐Centered and Variable‐Centered Analyses: Growth Mixture Modeling With Latent Trajectory Classes 2001Teacher Turnover and Teacher Shortages: An Organizational Analysis 2008The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

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