Examining the Teacher-Principal's Power Relationship in Charter Schools: Evidence From the 2015–2016 National Teacher and Principal Survey Data

• In Event: 61.068 - MTCC Roundtable Session 23
  In Roundtable Session: 61.068-5 - Research on Charter School Teachers, Principals, and Board Members

Abstract

This study aims to examine the teacher-principal’s power relationship in charter schools and compared it with traditional public schools (TPS). Based on a novel bottom-up multilevel structural equation modeling approach and a large-scale 2015-16 National Teacher and Principal Survey data, we found that (a) compared with TPS, charter schools had fewer decision areas that presented a win-win power relationship, and (b) charter schools presented weaker win-win power relationship in two decision areas—establishing curriculum and hiring teachers while found no difference in the other five decision areas. Tentative conclusions and discussion are included.

Authors

• Jiangang Xia, University of Nebraska - Lincoln

• Jianping Shen, Western Michigan University

• Yongmei Ni, University of Utah