Principal Stability and the Rural Divide

Autor/inn/en	Pendola, Andrew; Fuller, Edward J.
Titel	Principal Stability and the Rural Divide
Quelle	In: Journal of Research in Rural Education, 34 (2018) 1, (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Principals; Context Effect; Persistence; Personnel Selection; Recruitment; Expectation; Social Influences; Work Environment; Longitudinal Studies; Employment Level; Individual Characteristics; Salaries; Regression (Statistics); Texas + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Principal; Schulleiter; Ausdauer; Personalauswahl; Personalentscheidung; Recruiting; Rekrutierung; Expectancy; Erwartung; Sozialer Einfluss; Arbeitsmilieu; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beschäftigungsgrad; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Entlohnung; Gehalt; Regression; Regressionsanalyse
Abstract	This article examines the unique features of the rural school context and how these features are associated with the stability of principals in these schools. Given the small but growing literature on the characteristics of rural principals, this study presents an exploratory analysis of principal stability across schools located in different geographic locales. We use longitudinal data covering all certified education positions in Texas over an eight-year period and employ logistic regression models to examine the ways in which individual and school characteristics influence five-year retention rates for all principals as well as for rural principals. Broadly, our data show that rural principals, on average, leave their positions earlier than non-rural principals and have lower levels of stability. Our results further suggest that while rural principals exhibit less gender and racial diversity, they do not exhibit shorter spells of employment as a principal after controlling for personal and school characteristics. Rural female principals are more stable than rural male principals. In addition, we find that principals with more teaching experience are more stable while those with more assistant principal experience are less stable. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01