Principal retention: A phenomenological exploration of principal attrition and strategies to build capacity and sustainability in the retention of school leaders

Alfaro, Victor

Item

Principal retention: A phenomenological exploration of principal attrition and strategies to build capacity and sustainability in the retention of school leaders

Alfaro, Victor

Date

2024-11-18

Abstract

This phenomenological research examines the personal experiences of school principals and the factors that shape their choices to either stay in or leave the role of principal. Through in-depth interviews with current and former principals, this research uncovers key conditions contributing to principal attrition, such as job dissatisfaction, inadequate compensation, excessive workload, lack of support, and emotional exhaustion (Cieminski & Asmus, 2023; Grissom & Bartanen, 2019; Husain et al., 2021). By identifying these antecedents, the study aims to provide actionable insights for school districts to improve retention rates and reduce attrition among principals. Adopting a phenomenological approach, the study delves into the personal and systemic factors that shape principals’ decisions, making it especially aligned with exploring the multi-dimensional nature of burnout and organizational support. This method allows for a deep examination of how principals perceive and react to challenges, providing a nuanced understanding of the pressures associated with the role (Van Manen, 2023; Moustakas, 1994; Duke, 1984). Findings reveal that excessive workloads and administrative tasks often impede principals' ability to fulfill their educational vision. Participants described being overwhelmed by the demands of paperwork, regulatory compliance, and staff and student management. Additionally, a pervasive sense of isolation due to insufficient support from district administration and peers further exacerbates stress, leading to diminished job satisfaction. The study offers recommendations for improving principal retention by addressing these challenges, emphasizing the importance of reducing workloads, enhancing support systems, and promoting well-being within the role. Through these strategies, schools and districts can better support principals, ultimately contributing to more sustainable leadership practices in education.