Principal's Role in Teacher Retention
Supporting New Teachers
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The purpose of this study was to examine the role ofthe principal in the retention of new teachers. Amodel was developed based on Chapman's (1983, 1984)research to determine how principal supportinfluenced teacher reported likelihood of staying inteaching after the influence of other personal andexperiential factors was removed.The primary research question was, "How does thequality of the first employment experience,particularly the role of the principal, contribute tobeginning teachers' reported likelihood of remainingin teaching?" This study holds special relevance forprincipals, new teache...
The purpose of this study was to examine the role ofthe principal in the retention of new teachers. Amodel was developed based on Chapman's (1983, 1984)research to determine how principal supportinfluenced teacher reported likelihood of staying inteaching after the influence of other personal andexperiential factors was removed.The primary research question was, "How does thequality of the first employment experience,particularly the role of the principal, contribute tobeginning teachers' reported likelihood of remainingin teaching?" This study holds special relevance forprincipals, new teachers, policy-makers, universitypersonnel, and school board members. Support fromprincipals and other teachers emerged as strongreasons for remaining in teaching. Respect from theprincipal, support from colleagues, and enablingbureaucracy were significant predictors of likelihoodof remaining in teaching. Several implications forteacher preparation programs, school leadership andpolicy development, as well as recommendations forfuture research, are included.
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