School Leadership and Its Role in Teacher Turnover

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Table of Contents

The Role of Leadership in Teacher Turnover
Questions
Article Analysis
References

The Role of Leadership in Teacher Turnover

The teaching profession suffers from adverse and relatively high turnover compared with other occupations (Boyd et al., 2011). The high turnover rate has drawn the attention from various stakeholders. Some researchers have argued that improving teachers’ working conditions and having qualified management will help in mitigating the issue (Guarino, Santibanez & Daley, 2006; Drago-Severson, 2007). The way leaders interact with employees determine how long and how effective they will stay and work in a company. This is for the reason that leaders contribute a lot in the development of attitudes among employees, which play vital roles in their performance outcomes. It is evident that there is high teacher turnover in many schools across the world, an aspect that needs to be evaluated and changes to be adopted on how the turnover can be reduced (Boyd et al., 2011; Guiney, 2001). Many teachers do not perform their duties well not because they are not qualified, but due to pressure from the administration. This part of the paper concentrates on discussing strategies and questions that are critical in article critique.

The articles would be critiqued using a procedural strategic approach, whereby questions would be developed. Each question would be answered in the second part using the two articles that would be under critique.

Questions

What is the objective of the research study?
What conceptual framework has been used by authors in the research study?
What methods are used to obtain the sample in the study?
Who have contributed the data from the sample?
What methods are utilized in the collection of data?
What are the findings of the study?
Is the study relevant to the topic under study?
What is the implication of theory utilized in the study for future research?
Is or are the author (s)’ conclusion consistent and comprehensive with regard to reported results?

Article Analysis

Xaba, M. I. (2003). Managing teacher turnover. South African Journal of Education, 23(4), 287-291.

The author has given the objectives of the study. The study aims at investigating teacher turnover as an aspect that needs to be controlled. In addition, the author focuses on suggesting solutions on how to reduce teacher turnover. According to the author, the teacher turnover has made stakeholders involved embark on recruiting temporary teachers, leading to poor performance outcomes. Thus, there is a need to conduct a research study to address the issue. Using the writer’s background information for the study, he or she has given factors that have contributed to high teacher turnover. Among them are leadership in school and low enrollment in teacher training colleges. Leaders in schools have failed to mentor teachers, leading to the development of negative attitudes toward the school.

There is no sample that has been selected by the author, implying that the study does not have sample population that has participated. The methods of data collection have not been indicated. This implies that there were no data that have been collected, and the author has relied on studies that have been done by other researchers.

The researcher utilizes a framework that is based on assumptions that leadership roles are key in reducing the turnover, there should be a retention strategy, reducing turnover might take some time, and turnover is rare due to a fixed cause that the management can handle.

It is important to indicate that the writer does not have his or her own findings, but highlights the findings from other studies. Findings, such as disrupting schooling, increases school’s costs, and loss of productivity are given.

The article is critical to the topic under study. This is demonstrated by the fact that, it is explaining teacher turnover in schools, outlining its causes, effects, and ways of managing it. In addition, it discusses leadership as one of the major causes of teacher turnover. In the recommendations, the writer suggests that school administration should mentor teachers and assist them in developing positive attitudes that yield better performance outcomes.

The researcher has indicated in the theory that reducing teacher turnover requires a collective effort from all stakeholders, whereby he or she emphasizes the role played by the management. In addition, he or she has suggested a holistic strategic approach of managing teacher turnover. Despite the fact that the author has not given any findings, it is clear that the conclusion is consistent with the effects that have been highlighted in the study. The discussion that is in the research is also consistent with conclusion that the author has made.

Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767-777.

According to the authors, the study intends to add new information to the existing one regarding commitment of teachers, and providing ideas and procedures that are appropriate for the maintenance of instructors. One of the strategies the researchers offer is an improvement of school management to act as mentors to teachers.

In the theoretical framework, the researchers have employed cognitive theories, whereby a teacher’s cognitive assessment of costs and benefits of staying in a school are key to either remaining in a school or moving out of it. Psychological strategic approach is employed, whereby they focus on analyzing the teachers’ psychological role in identifying with the schools they teach.

Sampling has been done by recruiting teachers who have experience since 1997. Gender, teaching subjects, career development, qualification, and type of school have been considered during the sampling process. The authors have used interviews to get the sample population.

All the participants in the sample, i.e., 23 teachers have contributed in giving data. The writers have utilized life history method of collecting data, considering the social context of the participants. The method recognizes teachers’ subjectivity and their individual differences in their performance of tasks. It is critical to underscore that the researchers have emphasized the role of principals in reducing the high rate of teacher turnover.

The study is relevant to the topic under study. This is because the authors have found that economic, social, and political aspects contribute a lot in teacher commitment and high teacher turnover. They have also indicated that principals play a significant role in teacher commitment and turnover. They argue that principals act as role models for teachers. This implies that if school leaders are motivating, the high turnover in the teaching profession is likely to reduce.

The study has implications for further studies because teacher turnover has not reduced to the expected level. Thus, there is a need to evaluate the data that have been provided by the authors to do more investigations on how teacher turnover can be eliminated. In addition, the writers’ theoretical framework that is based on cognitive and psychological theories are important in training teachers to develop positive attitudes toward their work in order to be satisfied.

Notably, the authors’ conclusion is consistent with the findings that they have given. The fact that leaders’ role is crucial in reducing teacher turnover and their commitment makes it reliable and consistent. The utilization of data, analyzing both their subjectivity and objectivity, makes it consistent with the results and the rest of the discussion in the study.

References

Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.

Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767-777.

Drago-Severson, E. (2007). Helping teachers learn: Principals as professional development leaders. The Teachers College Record, 109(1), 70-125.

Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.

Guiney, E. (2001). Coaching isn’t just for athletes: The role of teacher leaders. Phi Delta Kappan, 82(10), 740-743.

Xaba, M. I. (2003). Managing teacher turnover. South African Journal of Education, 23(4), 287-291.

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School Leadership and Its Role in Teacher Turnover

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