rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Principal Turnover in Texas, Title I High Schools: A Narrative Multiple Case Study
  name:
    name part: Stumbaugh, Jennifer
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Webb, Gwendolyn
    role:
      role term: thesis advisor.
  name:
    name part: Texas A&M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2023
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: The principal is the second most important factor contributing to student success. High levels of principal turnover affect student success. Principal turnover is more common in low performing schools and schools located in high poverty areas. Regardless of the context of the turnover, little qualitative research exists identifying the conditions that lead to Texas high school principal turnover. It is not enough to know the frequency of turnover and its effects on achievement. We need to be able to prevent it. Data was collected from eight former Title I high school principals. Participants completed the Maslach Burnout Inventory for Educators and participated in a semi-structured interview. Inventory results and interview transcripts were analyzed and coded for themes based on the conceptual framework including theories of motivation; self-efficacy and sense-making. Title I high school principals leave the position due to high levels of burnout. The present study finds that while principals were satisfied with their pay, the hygiene factor of support led them to feel dissatisfied. Principals reported needing additional levels of support from central office staff and expressed concern over the time and overall demands of the job as well as its effects on their emotional well-being. The areas principals identified as having low self-efficacy were areas in which they did not have sufficient training and support. There is also evidence that formal coaching and mentoring would improve overall self-efficacy, preferably by someone that held his or her position as a Title I high school principal. The data does not fully support prior research that states that students⁰́₉ race or socio-economic status are contributing factors in a principal⁰́₉s decision to leave. The electronic version of this dissertation is accessible from https://hdl.handle.net/1969.1/197966
  note: by Jennifer Stumbaugh.
  note: "Major Subject: Educational Administration"
  note: Includes vita.
  note: Doctor of Education Texas A&M University 2022 https://hdl.handle.net/1969.1/197966
  note: Includes bibliographical references.
  note: Text (Record Of Study)
  subject:
    topic: Major Educational Administration
  subject:
    topic: principal
  subject:
    topic: turnover
  subject:
    topic: Title I
  subject:
    topic: high school principals
  subject:
    topic: principal turnover
  identifier: https://hdl.handle.net/1969.1/197966
  record info:
    record content source: TXA
    record creation date: 240826
    record change date: 20240829173515.5
    record identifier: in00005468599
    language of cataloging:
      language term: eng