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Claire Holt for the Wallace Foundation
Education Dive
Report: Nearly half of principals considering leaving their schools
Shawna De La Rosa
May 14, 2020
Dive Brief:
A new report based on a survey conducted by the Learning Policy
Institute and the National Association of Secondary School Principals
finds 42% of principals are considering leaving their position, citing
heavy workloads, low compensation and lack of evaluation practices,
with the percent of principals planning a move higher for those in
high-poverty and rural schools.
Principals surveyed also said they lack decision-making authority and
access to professional development and learning opportunities. Though
teachers make the biggest impact on students, the respondents said
principals are also important because they define culture and vision,
make hiring decisions and plan.
A school leader’s departure affects students and teachers, and searches
for replacements cost time and money. The report suggests, among other
things, districts should ease principals’ workloads by fully staffing
administrative teams, pay them competitive salaries and provide
professional development opportunities.
Dive Insight:
The report is the final installment in a four-part research project by
LPI and NASSP examining the factors that contribute to principal
turnover and how to address them. A research brief issued by the
organizations last year showed 35% of principals stay at their schools
for less than two years, and only 11% stay for more than 10.
One-fifth of principals leave their schools every year, and lack of
recognition and low salaries are partially to blame. Teachers and
principals earn about 30% less than their peers in similar countries.
But principals who feel inspired and that they are making a difference
for their students and their schools tend to stay longer. Also, school
leaders say they have to recognize they can’t do it all on a daily
basis and that it’s okay to delegate.
More than 27% of principals and 18% of teachers are over the age of 65.
In the coronavirus era, schools could face an even greater principal
shortage as older principals may opt for an early retirement rather
than return to schools over health concerns. The American Enterprise
Institute, a left-leaning think tank, recommends schools allow
principals to work from home during the continuing health crisis.
Among the LPI and NASSP research's policy suggestions for the local, state and federal levels are:
Support for evidence-based principal professional development through Title I, Part A funds.
Support for better working conditions via resources needed to hire adequate administrative staff and student support personnel.
Appropriate decision-making autonomy through Peer Assistance and Review
programs that provide mentors for struggling teachers and due process
if a teacher’s practice doesn't improve.
The creation or expansion of programs that help underwrite the cost of
high-quality principal preparation — with conditions like, for example,
a commitment to serve in a high-poverty or rural school.
Adequate and equitable compensation within states and across districts,
with additional financial incentives for principals who commit to
high-need schools.
Increased state and federal investments in leader preparation programs and their high-quality professional development.
Support for local efforts to improve whole child and student supports
via sufficient state and federal funding under Title IV, the Student
Success and Academic Enrichment Grant program.
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