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Principal’s Role in Teacher Retention. Edition No. 1

VDM Publishing House, August 2008, Pages: 108

The purpose of this study was to examine the role of
the principal in the retention of new teachers. A
model was developed based on Chapman’s (1983, 1984)
research to determine how principal support
influenced teacher reported likelihood of staying in
teaching after the influence of other personal and
experiential factors was removed.
The primary research question was, “How does the
quality of the first employment experience,
particularly the role of the principal, contribute to
beginning teachers’ reported likelihood of remaining
in teaching?” This study holds special relevance for
principals, new teachers, policy-makers, university
personnel, and school board members. Support from
principals and other teachers emerged as strong
reasons for remaining in teaching. Respect from the
principal, support from colleagues, and enabling
bureaucracy were significant predictors of likelihood
of remaining in teaching. Several implications for
teacher preparation programs, school leadership and
policy development, as well as recommendations for
future research, are included.

Faith Ann Spinella.
Faith Ann Spinella, Ph.D., earned her doctorate in Educational
Leadership at the University of New Orleans. She is currently
the Director of Religious Education, Diocese of Houma-Thibodaux,
Louisiana. Dr. Spinella’s experience in the educational arena
has provided her with expertise in teacher education, program
development, and leadership.