Report Roundup

School Leadership

"Strategic Retention: Principal Effectiveness and Teacher Turnover in Multiple-Measure Teacher Evaluation Systems"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

A school's lowest-performing teachers are more likely to leave when the building has a highly rated principal, a new Vanderbilt University study finds.

The study, which examines six years of data from Tennessee, found that more-effective principals see lower rates of teacher turnover on average, but that is concentrated among high-performing teachers.

The data used in this study span the 2011-12 to 2016-17 school years, and use state teacher-evaluation data to classify teachers as high or low performers. The evaluation system includes both classroom-observation scores and value-added scores, which measure a teacher's contribution to student learning. Teachers who receive low observation scores in their evaluations are more likely to leave schools with effective principals regardless of whether they have high or low value-added scores.

Vol. 38, Issue 08, Page 4

Published in Print: October 10, 2018, as School Leadership
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories