Case study examining the influence of campus leadership teams on principal retention in urban middle schools

Abstract

There is a need to determine how CLTs influence principal retention in urban middle schools. Since 2009, half of beginning Texas public school principals remained on the job three years or less. According to the Texas Education Agency (2016), principals in low-socioeconomic schools are reportedly leaving more rapidly. Local policy in Texas urban school districts require Site Based Decision Making Committees to oversee the budgeting, staffing, curriculum, planning, school organization and staff development at the campus level. According to the literature, the Campus Leadership Team is a proven way to implement the work of the Site Based Decision Making Committee. In doing so, an urban middle school principal has a systemic and sustainable approach to organize the roles and responsibilities of the principalship and avoid principal burnout. This study is a qualitative multiple site case study which will be used to determine how CLTs influence principal retention in urban middle schools. The researcher was able to draw comparisons of principals and their CLTs while predicting comparable results across the studies or contrasting outcomes in relation to one another and the Shared Leadership Framework. This research study not only serves to expand the literature, but also encourages superintendents to provide professional development on best leadership practices to retain principals. Districts may use this study to gather data on principal perceptions and their use of CLTs aligned with SBDM. This is beneficial to save an urban school district time and money.