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How various types of leadership impact retaining teachers in the public schools of North Carolina

Annotated Bibliography

Allen, N. J., & Meyer, J. P. (2020). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1-18. https://doi.org/10.1111/j.2044-8325.1990.tb00506.x

This seminal paper introduces the three-component model of organizational commitment: In this study, the organizational commitment was assessed on the three basic types, namely, affective, continuance, and normative commitment. An expanded discussion on the development of measures for each type of commitment and its antecedents is given by Allen and Meyer. The types of analysis used in this study, therefore, combined with other strengths such as a sample size, make the current study a resource from which other studies can draw upon in developing measures of commitment among employees. This source is useful to my project on organizational behavior because it outlines the frameworks and measures that should be used in measuring the level of employee commitment and evaluating the effectiveness of human resource management’s strategies.

Bass, B. M., & Avolio, B. J. (2021). Transformational leadership and organizational culture. International Journal of Public Administration, 17(3-4), 541-554. https://doi.org/10.1080/01900699408524907

Bass and Avolio’s research is devoted to the correlation of transformational leadership with organizational culture. Citing literature, they opine that organizational transformation by leaders can influence culture, and through it performance. Nevertheless, the paper is built upon extensive empirical evidence and can provide meaningful findings of leadership practices. This source is relevant to my study because it expresses the significance of leadership behavior for creating appropriate organizational climates.

Beteille, T., Kalogrides, D., & Loeb, S. (2022). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904-919. https://doi.org/10.1016/j.ssresearch.2012.03.003

The present paper focuses on the experience of professional activity, by identifying and discussing the key factors that influence the performance of school principals at their place of work. Kalogrides and Loeb, and Beteille do a good job of laying out the argument on how career path of principals determines the achievements of students and success of the school. Consequently, the indicated approaches based on the rigorous methodological framework and the results acquired point to leadership as an essential factor of education. This research is relevant to my project in educational leadership since it connects principal efficiency with the results of students.

Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2023). School leaders matter: Measuring the impact of effective principals. Education Next, 13(1), 62-69. Retrieved from https://www.educationnext.org/school-leaders-matter/

The authors, Branch, Hanushek, and Rivkin, comprehensively expound on the role that school leaders play in determining a school’s performance. The authors employ a plethora of data proofs to substantiate their hypothesis regarding the positive impact of great principals in raising student performance and organizational effectiveness. I consider this article as very useful for my study because it offers profound pieces of evidence about the complexity of leadership in schools.

Day, C., Gu, Q., & Sammons, P. (2021). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258. https://doi.org/10.1177/0013161X15616863

Day, Gu, & Sammons identify how synthesis of transformational and instructional leadership can be used by successful school leaders for raising standards in schools. Their practical and extensive research adopts a multimethod approach to ascertain the strategic practices of effective leaders. This source is valuable for my work since it contains specific information on leadership approaches and their effect on education.

Grissom, J. A., & Loeb, S. (2021). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091-1123. https://doi.org/10.3102/0002831211402663

Grissom and Loeb provide an analysis of how principals function by using the multi-source data comprising views from parents, teachers, and assistant principals. This fact makes skills’ development and staff’s involvement crucial parameters in principal effectiveness, as the study shows. This they concluded influenced stakeholders’ perceptions and generally schools’ performance and therefore posited that these skills are significantly determinative of successful school leadership. In my final project, this resource will be useful for bringing up the analyzing of the effective school leadership’s characteristics, with the focus on the role of managerial competencies in managing educational institutions.

Ingersoll, R. M., & Merrill, L. (2022). Seven trends: The transformation of the teaching force. CPRE Report. Retrieved from https://repository.upenn.edu/cpre_researchreports/79 Some of the important trend for the teaching profession discussed by Ingersoll and Merrill are demographic profile, growth in the rates of teacher education and certification and alteration in the rate of teacher turnover. These skills are discussed in this report in relation to the teaching workforce and impact on educational attainment. I find the resource useful for my final project as it provides information that can be applicable to the current changes in the teaching profession and the strategies to attract and retain teachers during professional development.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077

Leithwood, Harris, and Hopkins bring out a revisited version on successful school leadership asserting and adding onto their past premises. The article integrates literature review on the best practices of leadership which result in better student performance. This update of the literature review will offer a clear structure for examining the effects of school leadership on students’ achievement in my last research project, with specific focus on the best practices in educational leadership.

North Carolina Department of Public Instruction. (2019). North Carolina Teacher Working Conditions Survey. Retrieved from https://www.dpi.nc.gov/data-reports/surveys/teacher-working-conditions

North Carolina Department of Public Instruction has completed the survey of teacher working conditions in all the counties in North Carolina and this report contains all information needed regarding teacher working conditions in the state of North Carolina. Leadership, professional growth, school organizational climate, etc., some research areas from this broad domain address the concerns of teacher engagement, job satisfaction, and dropout factors. Lastly, this resource will be valuable for my final project because it outlines different discussions related to teacher working conditions and voluntary turnover based on first-hand evidence.

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2021). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. https://doi.org/10.1177/0013161X08321509 The type of leadership addressed in this article by Robinson, Lloyd, and Rowe also look at various types of leadership and the impacts on learners; they reveal that instructional leadership yields enhanced positive impacts relative to transformational leadership. It gives the reader a rather elaborate view on the nature of various leadership practices directly impacting the students’ performance and outcomes. This knowledge will feed into my final project as it addresses the influence of leadership behavior /other related issues facing learning institutions and directly impacts of the results/ performance of the students.

Simon, N. S., & Johnson, S. M. (2020). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), 1-36. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=17813

part1.docx

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Research Topic

This research will explore how various types of leadership impact retaining teachers in the public schools of North Carolina. The fact that supporting qualified teachers is a problem for schools across the country makes it all the more important to recognize the role school leadership plays in decisions to remain at a school or to quit.

Research Questions

The following research questions have been formulated in order to guide the study.

· Which leadership styles, particularly transformational, transactional, and laissez-faire leadership styles, affect teacher satisfaction and retention in North Carolina public schools?

· Which leadership strategies enhance teacher retention in detail?

· What is the mindset of leadership between schools with high and low turnover rates?

· How do support and professional development opportunities based on leadership impact teacher retention?

Literature Review and Keywords

In order to investigate these research issues, a thorough evaluation of the literature will be required. The following reading lists will be essential:

· Theoretical frameworks of leadership: The concept of effective leadership styles and how they are applied particularly the theories of transformational and transactional leadership (VanGronigen, 2022).

· Teacher retention factors: Addressing the question of what factors facilitate or hinder experienced public-school teachers from remaining in teaching.

· Case studies of school leadership: Studying successful models in high retention rate schools: the case of leadership.

· Impact of professional development: Understanding the Impact of Leadership on Professional Development and its Influence on Retention.

Government reports on education, books, educational leadership periodicals, and scholarly journals will all be important sources of information. The following will be crucial search terms for the literature:

· Leadership styles in education

· Teacher retention factors

· Transformational leadership in schools

· Trait and transactional teaching behaviours and their relationship to outcomes.

· Developing teachers and maintaining quality teachers.

· School leadership case studies

· Teacher satisfaction and leadership (Gonzales, 2022)

Data Collection

We'll be gathering data in a variety of ways to make sure we fully understand the problem. We'll use the following techniques:

· Interviews: Interview surveys focused on the school principals and vice-principals as well as teachers from different public schools in North Carolina state. This method is qualitative, and it is suitable for collecting information on personal experiences and perceptions of leadership (Bolden et al., 2023).

· Surveys: Questionnaires in a larger sample of teachers which will include the quantitative information on what makes them stay or leave and how they view the leadership within their school.

· Site visits: Comparing the retention rates of different schools and observing leadership practices and school environment first-hand.

· Document analysis: Analysing the materials of the class policies, the existing organizational programs, and the attendance figures received from the district report.

Anticipated Leadership Challenges

· Diversity of leadership styles: The right comparisons of the similar elements of different leadership approaches in practice can be sometimes hard to make (Perera et al., 2021).

· Contextual factors: Factors which may confound the ARL linking teacher retention to leadership behaviour such as external factors like the community around the school, funding levels, demographics of students and faculty.

· Gaining access and participation: Obtaining consent to carry out research as well as facilitating the hectic educators’ time to talk in interviews and to fill in questionnaires may pose a challenge.

· Bias and reliability: Validating the data collected used especially on self-reported satisfaction and/or leadership perception.

Conclusion

The following proposal aims at describing an elaborate and practical plan that can be used to research on how leadership styles affect teacher retention in the North Carolina public schools. Using rich and varied data sets and addressing the major themes in the literature on teacher retention and leadership, the study also can be used to generate new knowledge in the field of educational leadership and policy to help leadership practices that lead to greater teacher retention.

References

Bolden, R., Gosling, J., & Hawkins, B. (2023). Leadership traits, styles, and competencies. Exploring Leadership. https://doi.org/10.1093/hebz/9780192846815.003.0005

Gonzales, A. (2022). The relationship between teacher job satisfaction and preferred leadership styles: How do teachers' and school leaders' preferred leadership styles differ?

Perera, P., Witharana, T., & Withanage, P. (2021). A review of leadership: Different leadership theories and styles relevant to education leadership. Asian Journal of Education and Social Studies, 18-26. https://doi.org/10.9734/ajess/2021/v19i130453

VanGronigen, B. A. (2022). undefined. Leadership Styles. https://doi.org/10.4324/9781138609877-ree129-1