Teacher Contract Non-Renewal: What Matters to Principals?

This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of teachers' contracts. Nearly 2,000 school principals in 13 states completed an emailed survey....

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Bibliographic Details
Published inThe international journal of educational leadership preparation Vol. 11; no. 1
Main Authors Nixon, Andy, Packard, Abbot, Dam, Margaret
Format Journal Article
LanguageEnglish
Published NCPEA Publications 01.05.2016
Subjects
Administrator Attitudes
Administrator Surveys
Alabama
Colorado
Contracts
Decision Making
Educational Legislation
Ethics
Faculty Development
Federal Aid
Federal Legislation
Federal Programs
Georgia
Idaho
Illinois
Indiana
Iowa
Legal Problems
Likert Scales
Montana
Nontenured Faculty
North Carolina
Ohio
Pedagogical Content Knowledge
Personality Traits
Principals
Professionalism
Race to the Top
Selection Criteria
South Carolina
Statistical Analysis
Teacher Behavior
Teacher Characteristics
Teacher Competencies
Teacher Dismissal
Teacher Effectiveness
Teacher Evaluation
Teacher Selection
Teaching Skills
Utah
Value Added Models
Washington
North Carolina
Montana
Indiana
Alabama
South Carolina
Utah
Washington
Iowa
Colorado
Illinois
Ohio
Georgia
Idaho
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ISSN2155-9635
2155-9635

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Summary:This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of teachers' contracts. Nearly 2,000 school principals in 13 states completed an emailed survey. In deciding whether to non-renew a teacher contract, principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and that they prioritized the importance of instructional skills. Ethical issues received greatest importance. Principals identified teacher integrity, honesty, and dependability as important teacher dispositions. The study's findings are important for the planning of teacher and principal professional development initiatives and hiring selection decisions. Knowing how to accurately ascribe variance in student learning has potential for improving student outcomes, particularly with the emphasis on value-added teacher evaluations.
ISSN:2155-9635
2155-9635