Document Type

Article

Publication Date

6-18-2018

Publication Title

International Journal of Leadership in Education

First page number:

1

Last page number:

19

Abstract

US charter schools experience higher rates of teacher turnover than traditional public schools. The purpose of this study was to examine charter principals’ professional dispositions and practices that might contribute to teacher turnover. Specifically we asked – How do charter school principal professional dispositions and practices affect school working conditions and impact teacher commitment to remain or leave a charter schools? The study design was an embedded three-year case study of principal leadership in two charter schools. Data sources included principal and teacher interviews, school observations, and artifacts. Themes were derived from two constant comparative analyses, one of principal dispositions, a second of principal practices that might impact teacher working conditions. Analysis indicated that principals’ dispositions were related to practices that affected working conditions, which in turn, impacted teacher turnover. Principals’ dispositions – autocratic ‘no excuses’ attitudes and valuing management leadership and accountability results – led to practices that created limited support for teachers, both organizationally and personally.

Disciplines

Educational Assessment, Evaluation, and Research

File Format

application/word

File Size

160 Kb

Language

English

Publisher Citation

Dana L. Bickmore & Margaret Mary Sulentic Dowell (2018) Understanding teacher turnover in two charter schools: principal dispositions and practices, International Journal of Leadership in Education, DOI: 10.1080/13603124.2018.1481528

Available for download on Wednesday, December 18, 2019

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