| Title: |
Principal Effects on Teacher Working Conditions. Working Paper No. 335-0326-2 |
| Language: |
English |
| Authors: |
Ataur Rahaman; Cory Koedel; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: |
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2026. |
| Availability: |
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: |
N |
| Page Count: |
61 |
| Publication Date: |
2026 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305C240007 |
| Document Type: |
Reports - Research; Tests/Questionnaires |
| Descriptors: |
Principals; Administrator Role; Teaching Conditions; Work Environment; Teacher Administrator Relationship; Instructional Leadership; Trust (Psychology); Parent Teacher Cooperation; Teacher Student Relationship; Family School Relationship |
| Geographic Terms: |
Illinois |
| Abstract: |
Research on school principals highlights their role in shaping teachers' work environments, but most evidence is qualitative or correlational. We provide plausibly causal estimates of how principals affect a broad swath of teacher working conditions using data from Illinois, where the State Board of Education collects detailed and comprehensive information annually on teacher working conditions in nearly all schools. We estimate the variance of principal effects by comparing correlations in working conditions over time in schools that do and do not experience principal changes. Under reasonable stationarity assumptions, the difference in the correlations can be used to back out the variance of principal effects. Unsurprisingly, we find principals have large effects on working conditions related to leadership directly. They also influence teachers' professional work environments and their interactions with students and families, though their effects on these broader indicators are much smaller, particularly the latter. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
ED680910 |
| Database: |
ERIC |