Principal Turnover: When is it a Problem and for Whom? Mapping Out Variations Within the Swedish Case

Year 2020, Volume: 5 Issue: 2, 417 - 452, 02.10.2020

Katina Thelın

https://doi.org/10.30828/real/2020.2.4

Cited By: 4

Abstract

Principal turnover has become topic of discussion, attracting attention not only in media, but also among scholars. Research indicate that high turnover rate is problematic for several reasons. First, it jeopardises stability of school management, which is crucial for schools, not only to function well but also to develop as organisations. Second, since studies indicate that principals have an important, yet indirect, effect on student learning, it is reasonable to expect high turnover to impact negatively on both student and school performance. The aim of the study was to map out and describe national variations in principal turnover in Sweden and thus provide a basis for practice-oriented research. To determine the level of turnover and the extent to which particular municipalities or types of municipalities are facing substantially higher turnover than others, statistical data from Statistics Sweden (SCB) were used.
Results show that the average principal has worked in the same municipality for approximately six years and changed schools less than once. Yet, results differ between different types of municipalities, i.e. metropolitan, urban, rural and sparsely populated areas. The results raise fundamental, yet often, overseen questions, namely: When and for whom is principal turnover a problem?

Keywords

Leadership, Principal turnover, Variation, Sweden

References

• Ärlestig, H., Johansson, O. & Nihlfors, E. (2016). Sweden: Swedish School Leadership Research – An Important but Neglected Area. In H. Ärlestig, C. Day & O. Johansson (Eds.). A Decade of Research on School Principals Cases from 24 Countries (pp. 103–124). Springer.