Abstract
ABSTRACT
Purpose. This phenomenological study aimed to explore and expand upon prior research relative to short- and long-term factors affecting high school principal tenure and motivational influences that inform principal tenure in traditional high schools.
Theoretical Framework. The foundation for this qualitative study is based on the theoretical frameworks of Abraham Maslow and his hierarchy of needs and Frederick Herzberg regarding his dual factor theories of motivation. These theories propose that motivational factors draw parallels between employment and individual decision making.
Methodology. This phenomenological study analyzed the lived experiences of high school principals’ longevity and explored factors that impact traditional high schools. Study results were guided by epistemology, a philosophical viewpoint of how knowledge is processed, and through a constructivist paradigm, demonstrating connections between past learning and the foreshadowing of new knowledge created by experience, insight, and understanding. Finally, using phenomenological methods, the results of this study were derived from interviews with seven principals employed in traditional high schools who transitioned to other areas of employment in 5 years or fewer.
Findings and Conclusions. Based on the analysis of professionally transcribed interviews, 45 paired codes were developed, and four major themes were derived from significant statements and formulated meanings. These themes aligned with the study’s research question: “How do traditional high school administrators describe the short- and long-term factors affecting their tenure in that position?”
Recommendations. This study supports and aligns with prior research on short- and long-term factors affecting principal tenure. Limited studies have focused on traditional high schools in the public sector. This study contributes to research through four key themes from which future research can be integrated and developed. Additional research could include larger sample sizes, random sampling, participants with less than 2 or more than 5 years of principal experience or using a variety of quantitative and qualitative methodologies. Moreover, additional research could consider targeted demographics for comparisons in small, medium, and large districts. Finally, studies may include the relationships between low-performing and high-performing institutions against principal tenure. Such studies may produce different results and add to the current literature affecting principal turnover.