Page 70 - Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research

68 There are a small sample of studies that have examined the effects of TPS principal longevity on student achievement as measured by state assessment data (Brockmeier, Starr, Green, Pate, & Leech, 2013; Kearney, Valdez, & Garcia, 2012; Petty, 2018; Seibel, 2014; Swearingen, 2014; Walker, 2009). Most research involving the impact of the principal on student achievement either focuses on principal leadership behavior or the consequences of principal turnover. The researcher found that principal experience and principal experience with a district did not predict student achievement in five out of the six multiple regression models. There was a predictive relationship found only between third grade reading and principal experience and retention. The results in the current study do not affirm research that supports the premise that principals become more effective over time. Branch, Hanushek, and Rivkin (2009) found in their analysis of all principals in Texas (1995–2001) that principals become slightly more effective with experience. The results indicated that the departure of a principal and the arrival of a new principal was associated with a slight but meaningful decrease of two hundredths of a standard deviation in student learning. In the current study, principal experience did not predict student achievement as measured by STAAR performance. Principal retention had a greater impact on the regression model than principal experience. In addition to advancing the literature on charter school principal leadership, these findings have important implications for practitioners. A review of literature indicates that principals have an indirect effect on student outcomes through leadership behaviors that increase the capacity of teachers and create a positive campus culture and climate. Principals must balance instructional leadership and create an environment that is conducive to learning. This is challenging in our current accountability system. Principals are evaluated primarily on student performance on local and state assessments. Policy implications must support the principal’s ability to be an educational leader and avoid the overemphasis of standardized test results, as student performance is a result of school and classroom conditions. This is particularly noteworthy for charter schools. Charter school principals often wear many hats, removing them from the classroom and the individuals closest to it. Conclusions If charter school student outcomes are going to improve, there must be a clear understanding of the principal’s impact on student learning. The purpose of the current study was to determine if there was a predictive relationship between principal longevity and student achievement in Texas charter schools. Overall results did not indicate a predictive relationship between principal experience, principal experience in a district, and student achievement as measured by STAAR. Findings indicated principal stability does not directly correlate to student achievement and supports the idea that principals impact student performance indirectly through hiring and training effective teachers and creating a climate and culture conducive to learning. Louis et al. (2010), in their study on leadership influences on student learning, identify school conditions, classroom conditions, and the teacher have a direct impact on student performance. Although not considered to be a statistically significant finding, it is particularly noteworthy to highlight results in the current study that suggest principal retention had a greater impact on student achievement than principal experience. The idea that hiring an experienced principal will change the trajectory of a low performing school was not supported in the current study. The current study had several limitations. There were less than 200 participants in the current study, which may have adversely skewed results. The self-reporting nature of the data is a limitation. The data entered in the TAPR relies on school district officials reporting information accurately to state officials. STAAR as the instrument of measure for student achievement could be a limitation. State assessments are somewhat limited in scope as student performance is measured by state adopted standards. Additional studies are needed to examine secondary charter school principals and student achievement to Roy Watts, EdD