Page 67 - Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research

Journal of K-12 Educational Research 65 Introduction Great schools do not exist in the absence of talented leadership (National Association of Elementary School Principals & National Association of Secondary School Principals, 2013). Leadership is second only to classroom instruction among factors that influence student learning (Louis, Leithwood, Wahlstrom, & Anderson, 2010). The principal is responsible for shaping a vision of academic success for all students, creating a safe learning environment, and cultivating leadership in others. Walters, Marzano, and McNulty (2003) suggest highly effective principals can increase student test scores on standardized tests substantially in just one year, and when a quality campus leader departs from a school it takes around three years to regain positive momentum in math and reading. Principals primarily improve the quality of education by raising the quality of teachers through improving instruction, attracting talent, and retaining effective teachers (Branch, Hanushek, & Rivkin, 2012). When a principal leaves a campus, it has a reciprocal effect on teachers. Research has shown principal turnover often leads to greater teacher turnover, which has a direct and substantial impact on student outcomes (Béteille, Kalogrides, & Loeb, 2012). Principals have a direct impact on school climate, thereby indirectly affecting student achievement. Mascall and Leithwood (2010) found that there was a significant negative relationship between principal turnover and school culture ( b = −0.37) and that school culture has a significant impact on student achievement. Considering the impact principals have on student achievement, the issue of principal retention is an important topic especially in schools with the most needs. Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen (2007) identify shortages in quality principal leadership in underserved communities where working conditions may be more challenging. According to the 2016-2017 Principal Follow-Up Survey (PFS), principal turnover for all schools was about 18%, schools with less than 35% free and reduced-price lunch was about 15%, and schools with greater than 75% free and reduced-priced lunch was about 21% (Goldring & Taie, 2018). Texas charter schools serve high proportions of low socioeconomic students, which may contribute to principal instability. During the 2017-2018 school year, traditional public schools in Texas served 59% Economically Disadvantaged students, while charter schools served 68% (Texas Education Agency, 2018). Charter school principal turnover outpaces that of traditional public schools (TPS), as these campus leaders are often thrust into challenges and roles that go beyond instructional leadership due to limited central office support (Campbell & Gross, 2008). Some of these responsibilities include recruiting students and staff, securing and managing facilities, and raising funds. Statement of the Problem The lack of principal retention is a widespread phenomenon that has not been adequately addressed through research (Rangel, 2017). Annual turnover rates of Journal of K-12 Educational Research 2020, VOL. 4, ISSUE 1 www.dbu.edu/doctoral/edd IMPACT OF PRINCIPAL RETENTION ON TEXAS CHARTER SCHOOL ACHIEVEMENT Roy Watts, EdD