Entering and leaving school administrative positions

Abstract

By analysing survey data collected from 457 students in 29 school administration programmes across the United States, this study examines (a) the relative importance of factors related to deciding to enter and to potentially leave school administration and (b) the canonical correlation between reasons for entering and leaving administration. It is found that the respondents decided to enter administration primarily for self-actualization, esteem, and affiliation purposes. However, ‘hygiene’ factors, such as salary, would play an important role in staying in administration. It was also found there were statistically significant canonical correlations between reasons for entering and leaving administration. Implications for recruiting and retaining school administrators are discussed.