Principals' professional development access is positively but not significantly related to teacher retention¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The overall extent of principals' professional development and all its components show positive odds ratios for teacher retention (ranging from 0.99 to 1.04), but none reaches statistical significance. → Campoli 2022

Evidence¶

Campoli 2022¶

Campoli, A. K., & Darling-Hammond, L. (with Podolsky, A., & Levin, S.). (2022). Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute. https://doi.org/10.54300/438.376

q3 · i? · associational · r2

Logistic regression of teacher retention on professional development factors (Table 3) in the full professional development sample, controlling for teacher, school, and district characteristics. Printed odds ratios range from 0.99 (managing change) to 1.04 (meeting needs of diverse learners), with no significance markers.

"The overall extent of principals' professional development, as well as all the components of professional development, also appear to be positively related to teacher retention; that is, the odds that a teacher will still be teaching in the same school the following year. However, none of the relationships reaches a level of statistical significance."

Discussion¶

Related Claims¶

• Principals' access to professional development is positively related to student gains in both ELA and mathematics, with the strongest and most consistent relationships in mathematics — related
• Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students — reports the opposite
• Principals' overall preparation quality is positively and significantly related to teacher retention, with significant components for developing people and meeting needs of diverse learners — related
• In a large California study, principals' preparation quality and professional development access predicted teacher retention and student achievement gains — reports the opposite
• High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — a broader claim this one bears on