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Principals as Managers: Exploring the Relationship Between Beginning Teacher Course Assignment and Retention

Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), Division A, Division A - Section 1 Paper and Symposium Sessions


While much of the recent literature on teacher induction and retention has focused on the need for strong instructional leaders, few studies have examined the need for strong managers. (Humphrey, Wechsler, & Hough 2008; Carver-Thomas & Darling-Hammond, 2017). Indeed, principal delegated working conditions have consistently been highlighted as a prominent predictor of new teacher turnover (Gavish & Friedman, 2010; Johnson et al., 2011). A further understudied aspect of these conditions are the courses delegated to new teachers, a facet of induction considerably impacting workload. Thus, the purpose of this study is to examine how first-year teacher schedules are associated with turnover for newly inducted high school teachers. Preliminary results reveal a statistically significant relationship between teacher course load and attrition.