ERIC Number: ED667543
Record Type: Non-Journal
Publication Date: 2020
Pages: 130
Abstractor: As Provided
ISBN: 979-8-5169-5153-4
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
The Effect of Leadership Style of Principals and Teacher Retention on School Performance
Tony L. Hemingway
ProQuest LLC, Ed.D. Dissertation, South Carolina State University
In this study, principal leadership and teacher retention were examined as critical factors that impact school performance as it related to gender and race. The key aspects examined focused on high performing and low performing schools to determine if race and gender of the principal's leadership and teacher retention significantly impacted the school's performance. High performance and low performance were categorized to assure the researcher focused on schools with similar performance levels. Performance was determined by the state's accountability measure. The literature revealed many researchers have found that the classroom teacher and principal leadership are two of the most critical factors that impact school performance. Factors of race and gender in leadership and teacher retention also contributed to how well students perform. School performance is a measure of test scores in areas such as math and reading. All states are required to produce an annual report of district and school performance. The research also identified specific characteristics and actions of principals that promote high levels of teacher retention and student performance. Participants consisted of staff from three high performing schools and three low performing schools in a suburban school district in the northeastern part of South Carolina. A qualitative investigation was used to conduct this study. Data from a perception survey was used to determine the leadership of principals in high and low performing schools. Race and gender were compared to see if similarities and differences existed in the data. Teacher turnover data was compared to determine if retention, based on race and gender, significantly impacted high and low performing schools. Data results were reported for the following categories in high and low performing schools: leadership, teacher retention, race, and gender. Recommendations, based on the results of this study, are provided for further research in the field of educational leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Leadership Styles, Principals, Teacher Persistence, Academic Achievement, Teacher Transfer, High Achievement, Low Achievement, Institutional Characteristics, Racial Differences, Gender Differences, Suburban Schools
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina
Grant or Contract Numbers: N/A
Author Affiliations: N/A