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Wednesday, November 16 • 2:25pm - 3:30pm
GSS Session 9 - School Working Conditions and Climate

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Participants: Leaders' Framing of School Climate Policy Scott Hurwitz, University of Connecticut; Sarah Woulfin, University of Connecticut This paper uses framing theory to understand how district and school leaders interpret and enact school climate policy. We draw on interview data to answer questions about the intersection of leadership and school climate policy. We reveal that leaders’ frames invoked data and experts’ ideas in order to build support around climate policy. We also attend to perceived factors that enable or impede progress in school climate policy implementation. Teacher Job Satisfaction, Victimization, and Authoritarian Discipline Ryan Kapa, Ohio State University; Belinda G. Gimbert, Ohio State University This study examines the effect of teacher victimization and authoritarian discipline on job satisfaction. A logistic regression analysis was conducted to explore the relationship among these variables. Results show that teachers experiencing threats or attacks from students are less likely to rate their job satisfaction highly. The authoritarian discipline style is positively associated with reporting high job satisfaction. Administrators should be aware of the effects of consistent rule enforcement and teacher victimization on job satisfaction. Significant Predictors of Urban Principal Turnover Lorna Beckett, University of Denver Research indicates principal turnover is increasing but there are limited studies within an urban context as to why principals are leaving their schools. This study used multiple regression analysis to examine eight independent variables and their relationship to principal turnover in Colorado urban schools. The findings indicate that the percentage of minority students is the only predictor of principal turnover with urban principals staying at their schools an average of two years. Re-envisioning Teacher Leadership to Improve Working Conditions: Implications for School Governance and Teacher Retention Sara Kemper, University of Minnesota Education leaders and researchers have long called attention to high rates teacher turnover in U.S. public schools. Teacher leadership opportunities have been suggested by previous research to play an important role in teacher satisfaction and retention. This paper integrates research on teacher leadership, working conditions, and retention and satisfaction to arrive at a reconceptualization of teacher leadership as legitimate participation in school governance and to frame future research and interventions aimed at addressing teacher turnover. Facilitator: Diana G Pounder, University of Utah


Wednesday November 16, 2016 2:25pm - 3:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

Attendees (9)