Teacher Tenure in California: A Phenomenological Study From the Perspective of New Administrators in Southern California School Districts

• In Event: 54.080 - Roundtable Session 22
  In Roundtable Session: 54.080-2 - Leadership Related to Teacher Hiring, Evaluation, and Tenure

Abstract

Purpose.
To explore new principals’ and assistant principals’ lived experiences and perceptions of California teacher tenure law.

Methodology.
Phenomenology was the chosen methodology for this study. Semi-structured, in-depth, open-ended interviews were conducted face-to face with participants in a private setting of their choice.

Findings.
The study identified thirteen overarching themes.

Conclusions.
The study revealed the need for a probationary period longer than two years; administrator training and support to assist with due process, dismissal policies, and teacher evaluations; and diversity in evaluations.

Recommendations.
A comprehensive tenure evaluation system based on the conclusions of this study; longitudinal study looking at requirements for training teacher evaluators across the nation; and examine dismissal/processes in each state.

Authors

• Heather Marie Griffiths, Corona Norco Unified School District

• Sunny Liu, University of La Verne

• MD Haque, Univeristy of La Verne