1

Principal Turnover,Teacher

Turnover and Quality, and Student Achievement

Ed Fuller, PhDUniversity Council for Educational Administration

and

The University of Texas at Austin

2

Research Questions

What are the rates of principal turnover and how do they compare to the teacher turnover rates?

Does principal stability impact teacher quality and retention?

If so, how do leaders affect teacher quality and retention?

How do school leaders impact student achievement?

3

Principal Turnover Rates

4

Percentage of Principals Returning to the Same School

after Three Years

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

1995-1998 1998-2001 2001-2004 2004-2007

Academic Years

% S

tayi

ng

ElementaryMiddle SchoolHigh School

5

Percentage of Principals Returning to the Same School

after Five Years

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

1995-2000 1998-2003 2001-2006

Academic Years

% S

tayi

ng

ElementaryMiddle SchoolHigh School

6

Principal Stability is Declining in Texas

37.5

%

30.4

%

26.3

%

32.0

%

23.0

%

24.7

%0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Elementary Middle School High School

% S

tayi

ng

1995-2000 1998-2003 2001-2006

7

Percentage of Schools with Selected Number of Changes in Leadership

(2003 to 2007)

40.8 33.9 30.0

40.041.3

38.5

19.2 24.8 31.6

0%

20%

40%

60%

80%

100%

Elem MS HS

% o

f Sch

ools

0 1 2 or more

8

• Insert 5 year employment analyses• 95-00• 98-04• 01-07

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These rates are similar to those in:

MissouriNew YorkMaine

So Texas is not an aberration.

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Why is principal instability important?

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Three Reasons

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Three Reasons

1. School reform takes time

13

1.School reform takes time

2. Principal turnover negatively affects teacher retention, teacher quality, and student achievement

Three Reasons

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Three Reasons

1. School reform takes time

2. Principal turnover negatively affects teacher retention, teacher quality, and student achievement

3. Stability is needed to develop strong, trusting relationships and more positive working conditions

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Reason 1: School Reform

Takes Time

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“The total time frame from initiation to institutionalization is lengthy, [and] even moderately complex changes take from three to five years, while major restructuring efforts can take five to ten years”

Michael Fullan, The New Meaning of Educational Change (New York: Teachers College Press, 1991), p. 49.

“We have already seen that a four- to five-year period is not long enough to make systemic change at the local level.”

McAdams, Richard P. (1997). “A Systems Approach to School Reform.” Phi Delta Kappan, 79(2)

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Effects of Turnover on Reform Efforts in a Large Texas

District

66.5%

71.1%

54.4%

76.5%

67.3%

41.6%

0.0% 10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Reforms comeand go

Clear vision

Follow-up toreform

% A

gree

/Str

Agr

ee

Low Turnover High Turnover

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Principal Tenure and School Vision in North Carolina

(% tchrs agreeing/strongly agreeing that there is a common school vision)

71.9

%

61.

1%

56.0

%

76.4

%

68.3

%

64.0

%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Elementary Middle School High School

% A

gree

/Str

Agr

ee

< 3 yrs 4 to 10 yrs 10+ yrs

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Reason Two

Principal turnover negatively affects teacher retention and teacher quality

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Teacher Turnover in Texas

After controlling for teacher and school characteristics, teachers in Texas were about 20% more likely to stay at the same school over a 5 year time span if the same principal remained at the same school.

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Teacher Turnover in North Carolina

After controlling for teacher and school characteristics, teachers in North Carolina were about 20% more likely to stay at the same school if the principal had been at the school for at least 2 years.

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Teacher Turnover and Quality Impacts Student

AchievementA growing body of research has found that teacher turnover has a negative effect on student achievement.

Teacher quality is the strongest school factor affecting student achievement

a) Teachers assigned in-field are more effective

b) Novice teachers are less effective

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Principal Turnover and Teacher Quality in Texas

School

Level % Teachers Out-of-Field % of Novice Teachers

Elementary +1.0 % pts +1.5 % pts

Middle School not stat sig not stat sig

High School -2.5 % pts +2.3 % pts

Elementary -2.5 % pts +2.1 % pts

Middle School na na

High School +2.1 % pts +0.5 % pts

Effect on :

AVG Change:

Independent effect of principal turnover on teacher quality:

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Principal stability has an independent effect on student achievement

• After controlling for student, teacher, and school characteristics, schools with the same principal over time had greater gains in student achievement than other schools in Texas.

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Relationship Between Principal Stability and Elementary School Achievement Growth in Texas

Change in Quintile of Leadership% Passing All TAKS (03 to 07) Continuity (03-07)

Increased 2 or More Quintiles 52.1%Increased One Quintile 50.1%Stayed at Same Quintile 46.1%Dropped One Quintile 42.4%Dropped 2 or More Quintiles 38.6%Total 45.8%

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Reason Three

Principal stability and time are necessary to:

• developing trust, • Developing respect, • and creating positive working

conditions

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Trust is Critical to School Reform and Teacher

RetentionA growing body of research has found that trust and respect:

a) Facilitate school reform efforts

b) Help improve student achievement

c) Improve school climatesd) Increase teacher retention

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Trust and Respect Matter

Teachers who perceive that there is an atmosphere of trust and respect in their school are at least 50% more likely to stay at the same school than other teachers.

Center for Teaching Quality research on teacher working conditions

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Teacher Working Conditions Matter

Research by the Center for Teaching Quality across 6 states and two large metro areas has found that positive teacher working conditions substantially improve teacher retention and are associated with improved student achievement.

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Teachers were asked to identify factors that influence

their future intentions . . .

Leadership support Self-efficacyCollegial atmosphere Facilities/ResourcesTeaching assignment Cost of livingTime SalaryEmpowerment Testing & accountabilityDiscipline issues Community environment

RetirementPersonal reasons

Factor Affecting Future Decisions

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Percentage Stating Leadership was Very or Extremely Important inInfluencing Future Decisions

SurveySite Stayer Mover Leaver

Southeast Site 80.9% 86.3% 62.2%West Site 82.9% 87.7% 66.0%Middle State Site A 80.2% 83.6% 56.0%Middle State Site B 83.6% 84.3% 61.2%

SurveySite Stayer Mover Leaver

Southeast Site 81.2% 86.8% 67.5%West Site 79.9% 85.3% 63.5%Middle State Site A 79.0% 88.6% 71.9%Middle State Site B 84.3% 83.3% 63.2%

SurveySite Stayer Mover Leaver

Southeast Site 79.7% 86.7% 70.8%West Site 76.8% 85.0% 66.1%Middle State Site A 75.5% 84.0% 52.2%Middle State Site B 81.8% 83.3% 70.5%

Highest2nd highest3rd highest

Elementary School

Middle School

High School

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Increased Likelihood of Staying in the Same School for Teachers Agreeing with the Following

StatementsLeadership Behavior

Elem MS HS Elem MS HS Elem MS HS Elem MS HSNumber of RespondentsAtmosphere of trust and respect

53% 23% 51% 46% 260% 80% 80% 47% 38% 59% 200% 69%

Tchrs are recognized for accomplishments

32% 18% 18% 57% 86% 88% X X X nss 131% 64%

Faculty has an effective process for

24% 25% 20% 47% nss 50% 25% na 16% nss nss nss

Tchrs receive feedback that helps improve

27% nss 45% nss nss nss 47% 63% 48% 23% na na

Tchrs are recognized as educ professionals

56% 44% 66% 94% 98% 75% X X X X X X

Rules for student conduct consistently enforced

nss 25% na nss nss nss 44% 63% 44% 123% 43% na

Las VegasArizona Ohio North Carolina

75,000 9,000

X = was not included in survey; nss=not statistically significant

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Working Difference:Condition Using TWC - Statement Not Using TWC

Teachers are trusted to make sound professional decisions about instruction.

10.4

In this school we take steps to solve problems. 13.4The faculty has an effective process for making group decisions and solving problems.

12.6

There is an atmosphere of trust and mutual respect within the school. 12.6Teachers feel comfortable raising issues and concerns that are important to them.

11.1

The school leadership consistently enforces rules for student conduct. 13.1The school administration and teachers have a shared vision. 12.8Teacher performance evaluations are fair in my school. 11.5School leaders effectively communicate policies. 13.2Teachers receive feedback that can help them improve teaching. 10.7Teachers are recognized for accomplishments. 10.5School leadership addresses leadership issues 12.6School leadership addresses facilities and resources 11.2

Overall, the school leadership in my school is effective. 14.4

Teacher Retention 7.9

Differences in the Changes in Working Conditions Between Schools Using Working Conditions Data and Schools Not Using Working Conditions Data

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Impact of Using Working Conditions Data

Increases retention: In a West site, an 8% pt difference in retention In an East site, a 4% pt difference in retention

Improves achievement: Schools in which at least 25% of elementary

teachers used the TWC data for school improvement purposes had slightly greater gains in

achievement

Saves money:The West site would save $16 millionThe East site would save $36 million

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ConclusionsPrincipal Stability Matters!

Previous research has shown that principals are critical to the reform process

and overall school quality.

Principal stability impacts teacher retention, teacher quality, school culture/working conditions, and student achievement

Leadership behaviors can improve teacher working conditions, improve teacher retention, and improve student achievement.

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High principal turnover in many schools—especially low-performing schools—has implications for all levels of the education system.

1) Leadership preparation programs should ensure that they effectively prepare graduates to be successful in different settings.

2) District administrators and school boards should pay greater attention to the recruitment and selection of high-quality principals.

3) School districts should ensure that principals have the necessary support and autonomy, coupled with appropriate accountability, to be successful.

4) District administrators and school boards should be patient with school reform and school leaders.

5) School districts must improve their capacity to properly recruit, support, and retain teachers and principals at high-need schools.

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Contact Information:

Ed Fuller

(512) 971-5715edfuller@mail.utexas.edu

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3. Principal turnover negatively affects teacher quality

Schools with more than one change in principals had an increase of 1.5 percentage points at the elementary level and 2.3 percentage points at the high school level in the percent of novice teachers.

The average change was a 2.1 percentage point decrease at the elementary level and 0.5 percentage point increase at the high school level.

The effect was about the same as increasing the percentage of poor students by 20% percentage points.

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Conclusions

Principal turnover is extraordinarily high and greater than teacher turnover rates.

Rates are greater in schools serving poor/minority students and low-performing schools.

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Leadership Matters

Teachers who perceive that their principals treat teachers as educational professionals are at least 50% more likely to stay at the same school than other teachers.

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3. Principal turnover negatively affects teacher quality

Schools with more than one change in principals had a decrease of 1.5 percentage points at the elementary level and 2.5 percentage points at the high school level in the percent of teachers assigned in-field.

The average change was 2.5 percentage point gain at the elementary level and 2.1 percentage points at the high school level.

The effect was about the same as increasing the percentage of poor students by 20% percentage points.

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3.

“To develop a cohesive team with a commitment to a common mission requires a level of trust and mutual respect that is one of the fruits of longer-term professional relationships.”

McAdams, Richard P. (1997). “A Systems Approach to School Reform.” Phi Delta Kappan, 79(2)