Studies show that principal turnover has a detrimental effect on student achievement. In March, the Learning Policy Institute released a brief that identified five main reasons principals leave their jobs: inadequate preparation and professional development, poor working conditions, insufficient salaries, lack of decision-making authority, and ineffective accountability policies. Now, LPI has released another brief on this issue using focus groups with principals to gain a deeper understanding of the passion they have for the job and the unique challenges that come with it.  The following are what these principals had to say about their challenges and the support strategies that could lead to increased principal retention.

Working conditions Quote: “It’s not a 9-to-5 job. As soon as you wake up to the time you go to bed and even on weekends. Kids can report things anytime. You’re on call all the time.” Strategy: A strong administrative team could help balance work and life responsibilities. One focus group participant mentioned having an assistant principal who was “like family” and could “fiercely protect” work-life balance. 

Compensation

Quote: “You have to be like a CEO of a small company. ... [You’re] responsible for a thousand people’s children ... [while] ... multiple people who don’t have the responsibility make more money than you do.” Strategy: Competitive salaries that are aligned with principals’ vast responsibilities and multiple roles could help attract and retain school leaders.

Decision-making authority

Quote: “There’s so much that gets cast down from above that you don’t have a say in—where you’re kind of the used car salesman, you have to sell it to your staff and make them think it’s a great idea even if you don’t agree with it.”

Strategy: Principals with greater decision-making authority could better implement policies and deploy resources based on their understanding of their schools’ needs. Principals described focusing on school-site level decisions that helped actualize district policies.

Professional learning

Quote: “It’s a lonely, lonely job, especially when things are not going well or something’s happening. ... You have got to have the ability to have a trusted mentor or someone else ... that can just understand the shoes that you’re walking in.”  Strategy: Principals praised preparation programs that offer strong mentors and/or internships. Formal and informal relationships with colleagues were said to be invaluable for professional growth and support.

Principal evaluations

Quote: “I’ve had [ineffective] evaluators that’ve done [my evaluation] at 4:00 p.m. the last day of my contract. ... I’ve had others that take a real diligent stance on it and give constructive feedback and try to grow you. So, it’s not so much about the system as it is the person working that system.” Strategy: Most principals in the focus group said evaluations did not inform their jobs, but ongoing, real-time feedback would provide more meaningful insights and opportunities to change practice.