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Friday, November 18 • 4:20pm - 5:30pm
Principal and Teacher Relationships

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Does Physical Proximity in School Buildings Predict Teachers’ and School Leaders’ Advice- Seeking About Instruction? James Spillane, Matthew Shirrell (Northwestern University)

This study examines the relationship between physical proximity and instructional advice seeking among school staff. Using two distinct measures of physical proximity, and social network methods that control for a variety of factors known to predict work related ties, we nd that school staff are signi cantly more likely to form ties with those they are physically closer to in their school buildings. We discuss implications for policy and practice related to school leadership.

Early Career Teacher Fit and Attrition in Hard-to-Fill Versus Easy-to-Fill Teaching Positions. Frank Perrone, UCEA/University of Virginia; Peter Youngs, University of Virginia; Daniel W. Player, University of Virginia

This study sets out to create a better understanding of early career teacher career decisions with special attention to the roles of the principal, teacher t, and the impact of lling a position that is dif cult- or easy-to- ll at a school, regardless of a school’s “hard-to-staff” status. We utilize the Beginning Teacher Longitudinal Study, a nationally representative sample of approximately 1,700 beginning teachers over a 5-year period, to reach this greater understanding.

Job Satisfaction, Teacher Victimization, and Authoritarian Discipline. Ryan Kapa, 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.

Re-Envisioning Teacher Leadership to Improve School 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.

Friday November 18, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Brule B

Attendees (10)