Why Do Principals Change Schools? A Multivariate Analysis of Principal Retention

Abstract This study uses multivariate analysis of a large panel dataset to examine the determinants of principal retention (and, thus, the determinants of attracting a principal away from her current position). The empirical model incorporates measures of a principal's traits and of the organizational structure, culture, and situational context within a school. The discussion focuses on (1) the impact of salary, school characteristics, and principal traits and on (2) their associated policy implications. Evidence from the study suggests that schools with higher proportions of at-risk students and less-qualified teachers are disadvantaged with respect to their ability to retain (and attract) principals. At the same time, the evidence suggests that higher salaries can be used to compensate for these disparities. I am grateful to Jim Wyckoff, Hamp Lankford, Steve Jacobson, and Sue Faerman for their comments and suggestions. In addition, I appreciate the comments on preliminary analysis from Susan Gates and Jeanne Ringel of RAND, James Kadamus, Kevin McGuire, Ray Kesper, Charlie Mackey, and Edith Hunsberger of the New York State Education Department, and seminar participants at the Education Policy Workshop at the University at Albany. I am also grateful to the New York State Education Department and the RAND Corporation for support through their Wallace Fund grants for research regarding leadership in schools. All errors are solely attributable to the author.