Slowing the Burn: Principal Leadership Supports to Reduce Attrition

Autor/inn/en	Kaiser, Forrest J.; Thompson, Ray
Titel	Slowing the Burn: Principal Leadership Supports to Reduce Attrition
Quelle	In: School Leadership Review, 16 (2021) 1, Artikel 6 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Principals; Instructional Leadership; Administrator Attitudes; Administrator Role; Role Perception; Teacher Administrator Relationship; Teacher Burnout; Stress Variables; Faculty Mobility; Teacher Persistence; Urban Schools; Faculty Workload; Discipline; Accountability; Collegiality; Professional Autonomy; Mentors; Social Support Groups; Feedback (Response) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Role conception; Rollenverständnis; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Disziplin; Verantwortung; Kollegialität; Berufsfreiheit; Social support; Soziale Unterstützung
Abstract	Growing student populations, accountability policies, and isolation due to remote learning are impacting teacher retention. The present study used narrative inquiry to explore the beliefs, contexts, and experiences that shape principals' perceptions of their role in buffering teacher stress, burnout, and attrition. The researcher worked with school leaders to co-develop individual narratives that described their personal experiences in supporting teacher efficacy and retention in an urban district with high rates of attrition. Principals shared common stress factors including workload, discipline, and accountability. Collegial relationships, autonomy, and mentorship were noted as common supports. Principals felt they made an impact by building relationships, developing support systems, and seeking feedback on individual teacher needs. The narratives shed light on how these principals formed perspectives that framed their leadership approach. The results may serve future leaders as they navigate the issue of teacher support and retention. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01