Principals' overall preparation quality is positively and significantly related to teacher retention, with significant components for developing people and meeting needs of diverse learners¶

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? Teachers in schools led by principals with higher-quality preservice preparation are more likely to remain at their school the following year (overall preparation quality odds ratio 1.130, p<0.05). → Campoli 2022 q3 i? Preparation in developing people (OR 1.148) and meeting needs of diverse learners (OR 1.111) each show statistically significant positive relationships with teacher retention. → 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 on individual teacher records from the California preparation sample of approximately 200 early-career principals, 6,000 teachers, and 59,000 students, controlling for teacher, school, and district characteristics. Table 2 prints an overall preparation quality odds ratio of 1.130, with developing people at 1.148 and meeting needs of diverse learners at 1.111*. The report notes "An odds ratio greater than 1 means that the teacher is more likely to stay."

"These relationships are statistically significant for overall preparation quality as well as for preparation in developing people and meeting the needs of diverse learners. (See Table 2.)"

Discussion¶

Related Claims¶

• Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students — related
• Principals' professional development access is positively but not significantly related to teacher retention — related
• Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — related
• Principals with access to high-quality professional learning opportunities are more likely to stay in the profession — related
• In a large California study, principals' preparation quality and professional development access predicted teacher retention and student achievement gains — possibly the same claim (merge candidate)
• Teachers cite principal support as one of the most important factors in their decision to stay in a school or the profession — related