Assistant Principal Mobility and Its Relationship With Principal Turnover

2021 ◽  
pp. 0013189X2199310
Author(s):  
Brendan Bartanen ◽  
Laura K. Rogers ◽  
David S. Woo

Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs leaving school leadership, 7.5% changing schools, and 7.5% to 10% becoming principals. We also document a strong relationship between AP mobility and principal turnover, where higher-performing APs are substantially more likely to replace their departing principal. Finally, principal transitions appear to increase the likelihood that APs exit school leadership and change schools.

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.


2019 ◽  
Vol 57 (2) ◽  
pp. 134-151 ◽  
Author(s):  
Edward Fuller ◽  
Liz Hollingworth ◽  
Brian P. An

Purpose There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years. Design/methodology/approach This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas. Findings The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing percentage of white men educators and an increasing percentage of Latina educators. Important differences, however, emerge when examining assistant principal vs principal positions, particularly with respect to the odds of being hired. The authors find black male and Latino educators are more likely than white male educators to be hired as an assistant principal but are less likely than white male educators to be hired as a principal. Women educators, regardless of race/ethnicity were less likely to be hired as assistant principals or principals relative to white male educators. Women of color had the lowest odds of being hired in any position relative to white male educators. With respect to school leader preparation program accountability, the authors find few program characteristics associated with placement and differences between programs explained very little of the variation in placement rates, bringing into question efforts to hold programs accountable for such outcomes. Originality/value A longitudinal examination of racial/ethnic and gender intersectionality over 25 years is a unique contribution to the study of inequitable access to school leadership positions.


2018 ◽  
Vol 102 (1) ◽  
pp. 38-57
Author(s):  
Gary Houchens ◽  
Chunling Niu ◽  
Jie Zhang ◽  
Stephen K. Miller ◽  
Antony D. Norman

The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.


2021 ◽  
pp. 002205742110323
Author(s):  
David M. Schmittou

Schools are dynamic environments surrounded by static brick and mortar. Schools are a complex entanglement of systems clinging to normalcy led and composed of individuals seeking growth and progress. There is constant turnover as students move through the systems, gaining mastery, seeking support, and receiving guidance. Employees similarly move often as they change roles and responsibilities, as cultures emerge and evolve, and as individuals retire, are hired, or move on to other positions, commonly referred to as “job rotation.” This constant change affects a school’s culture and climate as each is achieved through sustained efforts. When change is present within the school leadership, specifically those identified as assistant principals within their organizational hierarchy, the impact on school culture may be even more dramatic than the effects felt with the turnover of students and teachers.


AERA Open ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 233285842092929
Author(s):  
Lauren P. Bailes ◽  
Sarah Guthery

Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that even though women have over a year more experience on average before being promoted to assistant principal, they are less likely to be promoted to high school principal, and when they are, it is after a longer assistant principalship.


Author(s):  
Myrna M. Asira ◽  
Rohanie Musa-Lucman ◽  
Farida B. Muti ◽  
Anabelie V. Valdez

This study surveyed the personality traits and leadership and management styles of the school principals and assistant principals in the 13 MSU Community High Schools. Descriptive correlational research design was used to determine the extent relationship of the personality traits and leadership styles practice by the principal and assistant principal using survey questionnaires. Findings revealed that the principal and assistant principal possess different personality traits but the most common traits were task oriented, fast paced and task oriented, slow paced. Leadership styles practice by the principal and assistant principal also varies but the democratic leadership styles were mostly used and directing and coaching is their common managerial approach. Moreover, findings showed that the personality traits of the school principals and assistant principals have positive correlation to their leadership styles and the relationships are highly significant. On the basis of the findings, the study concluded that personality traits of a person have positive and significant influence to their leadership styles.This implies that leadership styles of a person are shape according to their personality traits.


2019 ◽  
Vol 38 (1) ◽  
pp. 32-61
Author(s):  
Erhard Geissler ◽  
Robert Hunt Sprinkle

Background. Disinformation, now best known generically as “fake news,” is an old and protean weapon. Prominent in the 1980s was AIDS disinformation, including the HIV-from-Fort-Detrick myth, for whose propagation some figures ultimately admitted blame while others shamelessly claimed credit. In 2013 we reported a comprehensive analysis of this myth, finding leading roles for the Soviet Union’s state security service, the KGB, and for biologist and independent conspiracy theorist Jakob Segal but not for East Germany’s state security service, the Stasi. We found Stasi involvement had been much less extensive and much less successful than two former Stasi officers had begun claiming following German reunification. In 2014 two historians crediting the two former Stasi officers coauthored a monograph challenging our analysis and portraying the Stasi as having directed Segal, or at least as having used him as a “conscious or unconscious multiplier,” and as having successfully assisted a Soviet bloc AIDS-disinformation conspiracy that they soon inherited and thenceforth led. In 2017 a German appellate court found our 2013 analysis persuasive in a defamation suit brought by a filmmaker whose work the 2014 monograph had depicted as co-funded by the Stasi.Question and methods. Were our critics right about the Stasi? We asked and answered ten subsidiary questions bearing upon our critics’ arguments, reassessing our own prior work and probing additional sources including archives of East Germany’s Partei- und Staatsführung [party-and-state leadership] and the recollections of living witnesses.Findings. Jakob Segal transformed and transmitted the myth without direction from the KGB or the Stasi or any element of East Germany’s party-and-state leadership. The Stasi had trouble even tracking Segal’s activities, which some officers feared would disadvantage East Germany scientifically, economically, and politically. Three officers in one Stasi section did show interest in myth propagation, but their efforts were late, limited, inept, and inconsequential.Conclusion. The HIV-from-Fort-Detrick myth, most effectively promoted by Jakob Segal acting independently of any state’s security service, was not, contrary to claims, a Stasi success.


2017 ◽  
Vol 53 (5) ◽  
pp. 727-756 ◽  
Author(s):  
Edward J. Fuller ◽  
Liz Hollingworth ◽  
Andrew Pendola

Purpose: Our primary purpose is to examine the degree to which state equity plans identify the distribution of principals and principal turnover as factors influencing three leadership mechanisms that affect student access to effective teachers—namely, hiring of teachers, building instructional capacity of teachers, and managing teacher turnover. Research Design: This study relies on document analyses of 52 plans (50 states, Washington, D.C., and Puerto Rico) submitted by states in 2015 to the U.S. Department of Education. These plans included the identification of root causes of the inequitable access to educators within a state as well as proposed solutions to address the inequitable access. Findings: We found that, while 27% of states mentioned the distribution of principals and 48% of states mentioned principal turnover, less than 10% of states connected these two factors to access to effective teachers for each of the three mechanisms. Furthermore, only three states mentioned that principal turnover is associated with teacher turnover and three states discussed that teacher turnover is heavily influenced by the school working conditions created in large part by the principal. Moreover, we found the U.S. Department of Education and most states did not present data on either the inequitable distribution of principals or principal turnover. Finally, we determined that states frequently mention solutions to improving access to effective educators that are unsupported by research under the Every Student Succeeds Act rules of evidence.


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