Patterns and predictors of emerging school leaders: An examination of factors impacting initial principalship job attainment
MetadataShow full metadata
Schools in Texas continue to welcome an increasingly diverse student population. The composition of school leaders remains less diverse, shifting at a slower pace than student populations. This exploratory investigation examines a number of personal and situational factors that serve to influence the time it takes individuals to reach the position of school principal. Leveraging the Texas Education Research Center’s (ERC) State Longitudinal Data System (SLDS), student and school-level data (linked hierarchically) was used to examine the career trajectories of educators who received principal certification continuing until either (a) the attainment of principal status or (b) the end of the data collection period was reached. To answer the research questions, a discrete-time survival analysis was used to examine the association of personal and situational factors (predictor/explanatory variables) on the time spanning from certification to attainment of principal status (outcome variable). Predictor/explanatory variables in the survival analysis included gender, race, age, years of teaching experience, and type of School Leader Preparation Program (SLPP).