A 2009 Dissertation Defense powerpoint on The Role of Principal Leadership in Increasing Science Teacher Retention in Urban Schools by Karen Dupre Jacobs, Ph.D.

1. The Role of Principal Leadership in Increasing Science Teacher Retention in Urban Schools A Dissertation Defense By Karen Dupre Jacobs April 14, 2009

4. The Problem Reasons for Science Teachers’ Job Dissatisfaction (Ingersoll, 2000 ) Low salaries Student discipline and motivation issues Lack of influence over school decision making Lack of administrative support

6. Conceptual Framework The Four Framework of Leadership Bolman and Deal (2008) Political Human Resource Symbolic Structural

13. Analysis of Data Urban Principals and Science Teachers Open- Ended Interview/ Focus Group Data All qualitative data was analyzed using line by line coding from the individual interviews/focus group interview to determine emerging themes. . Responses categorized into emergent themes. These were presented in tabular form showing the categories with corresponding frequencies and percentages . Grounded Theory formulated from the coded responses of the urban principals and science teachers .

14. Major Findings

23. Review of Literature I. Significance of the Research Author(s)/ Year Findings USA Today, 2006 Urban schools are performing the worst in science. The top ten urban school districts had average scores below the national average . Author(s)/ Year Findings The U.S. Education system does not have a strong record for producing students who are well- prepared for careers in math and science. Coble and Allen, 2005

24. Review of Literature II. Present Status of Science Teacher Retention Author(s)/ Year Findings Author(s)/ Year Findings Teachers without science backgrounds are being asked to fill the science teacher shortage. These under- qualified teachers are not remaining in the field. Students that attend high – poverty, urban schools have a 50% chance of getting teachers in science that are unqualified . Sterling, 2004 Ingersoll, 2000 Science teachers turnover at a rate of 16% compared to the 14% of all teachers. The main reason science teachers leave is because of job dissatisfaction due to low salary, lack of support from their administration, student discipline problems, lack of student motivation, and a lack of influence over school decision- making.

25. Review of Literature III. Factors Affecting Job Satisfaction Author(s)/ Year Findings Job satisfaction is a major predictor of teacher retention. Causes of job dissatisfaction were a lack of parental support and resources, lack of administrative support, poor student behavior, time pressures, low salaries, and limited influence over decision- making at the campus level. Author(s)/ Year Findings Leithwood, Louis, Anderson, & Wahlstron, 2004 Leadership is second only to classroom instruction in all related factors that contribute to what students learn in schools. Transformational leadership involves a broader range of school and classroom conditions that may need to be changed if learning is to improve . Thornton, 2004

26. Review of Literature IV. Specific Types of Leadership/ Teacher Expectations of Leadership Author(s)/ Year Findings . Author(s)/ Year Findings Peltier- Glaze, 2005 Teachers expect urban principals to be 1) caring listeners, 2) supportive advocates, 3) respectful colleagues, 4) open- minded team players, and 5) enthusiastic facilitators . EPE Research Center, 2008 Administrative support occurred in schools where teachers felt influential or supported to help establish curriculum, set performance standards for students, determined their own professional development, set discipline policies, hired teachers for their department, decided how their budget is spent, and helped evaluate teachers .

27. Conclusions

28. Administrative Support Structures Science Teachers Need Curriculum Resources for Labs Mentorship Colleague Support No Micromanagement

29. Criteria Used by Principals to Determine Need Classroom Walkthroughs Assessment of Data Student-Teacher Relationships Open Door Policy

30. Types of Support Urban Principals & Science Teachers Believe Are Important in Increasing Science Teacher Retention Encouragement Celebration of Successes Resources Colleague Collaboration Mentorship No Micromanagement

31. How the Effectiveness of the Administrative Support Structures Provided are Measured Classroom Walkthroughs Data School Climate Science Teacher Retention Rate

35. The Role of Principal Leadership in Increasing Science Teacher Retention Measuring the effectiveness of the types of support provided Analyzing current support structures Analyzing the criteria for how support is determined Determining what support structures are needed Increasing Science Teacher Retention

36. Summary

37. The Role of Principal Leadership in Increasing Science Teacher Retention in Urban Schools A Dissertation Defense By Karen Dupre Jacobs April 14, 2009