October is National Principal’s Month: The Importance of Principal Tenure

By Jim Lynch, Executive Director, Association of Wisconsin School Administrators (AWSA)

The Impact of Principal Tenure

Last May, researchers Sarah Guthery and Lauren Bailes published Building Experience and Retention: the Influence of Principal Tenure on Teacher Retention Rates, which found that principals hire significantly more teachers who persist after they have led their first school for five or more years when compared to their peers. The authors' second main finding indicates that principals who enter an unstable school (less than 69% retention in the two years prior to the principal's arrival) and who stay at least five consecutive years can counteract prior instability.

Wisconsin data recently analyzed at AWSA's request by the Wisconsin Center for Education Research at UW-Madison is consistent with the Guthery and Bailes findings. The following table shows relationships between teacher mobility and principal tenure in Wisconsin public schools over the past decade, using 1999-2000 as the starting point of principal tenure. The percentage columns represent the proportion of teachers who remained in the school each year, and the “n” columns show the number of principals at each experience level. For example, in 2020-21, there were 255 principals in their first year in a building, and 85.4% of teachers in schools with first-year principals remained in their buildings from one year to the next. Put another way, schools that changed principals between the 2019-20 and 2020-21 school years lost approximately 14.6 percent of their teachers. This “heat map” clearly shows the trend that higher levels of principal tenure (in green) are associated with higher rates of teacher stability. These results are preliminary and subject to further data checks.

Source: WCER/Region 10 Comprehensive Center (DPI all-staff data, 1999-00 to 2021-22)

At a time when 73% of school leaders nationwide report staffing shortages, this is a key reminder of why it is so important to attract, retain, and grow strong leaders.  Research tells us it takes 5-10 years for a principal to have a meaningful impact on a large school.  School leaders need sufficient time in the position to get the job done but, unfortunately, do not often get it. 

According to the School Leaders Network, only one principal in four stays in a given leadership position longer than five years.  Of those brand new to the principalship, 50% do not make it past year three. Besides losing talented people from the profession, the costs of principal turnover are high in terms of both real dollars and their effect on learning environments. For example, preparing and onboarding a new principal carries an average price tag of $75,000 nationally.

The Importance of High-Quality Professional Learning and Coaching Support

Research conducted by the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) identified inadequate professional learning as one of five main reasons contributing to principals leaving their jobs. Inversely, the research indicated that providing high-quality professional learning is one of five strategies for promoting principal retention. 

The members and staff of AWSA have worked to develop and refine high-quality professional learning and coaching support to promote retention and continuous growth.  Each year the Professional Learning Catalog outlines the conferences, academies, and coaching available to Wisconsin school leaders, as well as how to bring customized support to your school/district. 

Successful schools depend on successful leadership.  Your commitment to school excellence is essential to our staff and students' success.  Thank you for your service!