Conceptual and Methodological Issues in Research on School Administrator Career Behavior

Bibliographic Data

ID9733497
AuthorsElizabeth Farley-Ripple (0000-0001-9089-4463, University of Delaware, corresponding author), Elizabeth N Farley-Ripple (University of Delaware, Newark, DE), Paul L Solano (University of Delaware, Newark, DE), Paul Solano (University of Delaware), Mary Joan Mcduffie (University of Delaware, Newark, DE)
Year2012
Volume41
Issue6
Pages220-229
Publication date2012-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x12451774
OpenAlexW2090302768
LanguageEN
Citations received5
References cited9

Recent research has focused on issues of retention and turnover among K–12 school administrators, yet it fails to address some important complexities in administrator career paths. This article examines three conceptual and methodological issues in the current literature involving administrative turnover: the complexity of role and place in administrators’ job transitions, job opportunity and choice open to administrators, and static versus dynamic approaches to assessing administrators’ movement and retention. This evaluation includes empirical examples from the authors’ study of administrator career paths in Delaware. The authors conclude that these issues have not yet been adequately acknowledged in the literature but that they have significant implications for how administrator career behavior is measured and understood for both research and policy

Conceptual framework · Economics · Empirical research · Epistemology · Management · Political science · Public relations · Social science · Sociology · Turnover · Educational Assessment and Improvement · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies

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