Who Could Care Less: Differences in Family-Friendly Job Amenities for Teachers and Principals

• In Event: Is Teaching Family-Friendly? Work-Family Dynamics and Teachers’ Careers

Abstract

Objective
Nationally, women are 76% of teachers but only 54% of principals (Grissom et al., 2021). These disparities result from systemic discrimination against women and people of color (Bailes & Guthery, 2020; Burton et al., 2020). Women also often choose not to become principals despite being qualified (Howley et al., 2005) and are more likely to quit within five years than men (Fuller et al., 2007). This study explores an alternative framework—family-friendliness—to understand gender differences in promotion to the principalship and tests it across school districts.

Framework
We ground our analysis on the concept of family-friendliness, a term describing jobs that minimize work-family conflict (Barcus, 2022; Fuller & Hirsh, 2019; Kahn et al., 1964). This particularly benefits mothers and pregnant women (Byron, 2005), addressing the "motherhood penalty" where women earn less and are less likely to be promoted after becoming parents (Correll et al., 2007). Additionally, these issues are more pronounced for women of color due to persistent structural barriers (National Partnership for Women and Families, 2018)

Table 1 provides an overview of family-friendly amenities, separated into pecuniary (e.g., paid leave, childcare subsidies; Charlesworth & Probert, 2005) and non-pecuniary benefits (e.g., flexible hours, remote work; Fuller & Hirsh, 2019). Such amenities enhance job satisfaction, organizational commitment (Butts et al., 2013), productivity, employee retention (Baughman et al., 2003), and gender pay parity (Goldin & Katz, 2016).

Method
Using manual and computer-assisted information capture methods, we collected recruitment materials, benefits handbooks, bargaining agreements, and policy documents from Utah's seven largest school districts. Utah, with its high proportion of children and significant female workforce participation, faces high novice teacher attrition, making it an ideal study location.

Using the original framework as a starting point, we created a database to record the presence of family-friendly amenities for teachers and principals in each district. Using the Partial Independence Item Response (PIIR) method (Reardon & Raudenbush, 2006; Strunk, 2011), we calculated a latent family friendliness score for each district. This score indicates the overall family friendliness of district policies and amenities, providing a replicable, statistically based measure of variation across districts

Results
The seven districts varied most in presence of pecuniary benefits like paid parental leave for teachers. Principals received fewer amenities overall. For instance, four districts limited after-hours work for teachers but not principals, and principals in three districts had lower job security. Family-friendliness also varied within districts by grade level, with high school principals and interns having fewer amenities than elementary principals. Future analyses will estimate women’s promotion and retention in leadership based on PIIR scores, considering geography, school type, and teacher demographics.

Significance
The study suggests possible structural differences in teaching and the principalship that affect women's retention and advancement. These findings enhance previous research on systemic discrimination and working conditions, highlighting threats to maintaining a strong teacher workforce. They can guide policies to make education jobs more family-friendly and reduce work-family conflicts, particularly for women.

Authors

• Laura K. Rogers, University of Virginia

• Anna Moyer, University of Alabama