How Principal Leadership and Person-Job Fit Are Associated with Teacher Mobility and Attrition Oct 02, 2017 By Daniel W. PlayerPeter YoungsFrank PerroneErin Grogan How Principal Leadership and Person-Job Fit Are Associated with Teacher Mobility and Attrition While existing studies of teacher retention have attempted to isolate economic and organizational factors that predict teacher turnover, this paper extends the research base by incorporating measures of principal leadership and person-job (P-J) fit. Using data from roughly 3000 teachers from the 2011-12 Schools and Staffing Survey and the 2012-13 Teacher Follow-up Survey, we explore how leadership and P-J fit are associated with teachers’ mobility. The results confirm that leadership and P-J fit predict retention in one’s school and retention in the teaching profession, respectively, and we find no evidence that these associations are moderated by school or teacher characteristics. Teaching and Teacher Education Areas of focus Education Daniel W. Player Dan Player’s research is focused on issues in education policy. His work has examined questions such as how teacher ability is recognized and rewarded in schools, whether teacher performance predicts turnover, and how teachers respond to working conditions. Read full bio Peter Youngs Frank Perrone Erin Grogan Related Content Daniel W. Player Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Research This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features.