Sense Making In High School

3.1. INTRODUCTION

It has been argued that lower school achievement creates an unpleasant working condition for principals, which has also been found to be associated with their increased turnover (Partlow, 2007) All high school principals employed by California (USA) public school districts serve as the population for this study. From a compensation perspective, it is appropriate to hold the focal position constant because ‘‘pay amount varies by focal position’’ (Young et al., 2009: 269). This point is important because principals’ feelings about their pay may differ depending on the types of financial allocations that are made available to their districts by the state. California’s Academic Performance Index (API) score was used.

In recent years,

It demonstrates how sense-making is framed in both theoretical and empirical studies as well as suggests implications and avenues for future research. Principals in New York City (NYC) negotiate and mediate the districts responses to comply with NCLB’s high stakes standardized testing and data monitoring accountability policy

Because of the documented harmful effects of frequent principal turnover, efforts should be made to gather information that predicts principals’ turnover intention in order to assist with the prevention of undesired exits from schools by principals. Examining turnover intentions is important also because research focused purely on turnover data, as commonly defined by whether the principal is still present at a school the following year, provides no information as to the reasons for principal