ABSTRACT
Administrative stability in schools is important because frequent leadership changes lessen the probability of improving school cultures and otherwise elevating school performance (Lashway, 1999). Yet approximately one-third of all principals are replaced each year (Doud & Keller, 1998) and turnover rates are higher than those for teachers (Fuller, n.d.). Most resign voluntarily and accept another principal position or a district-level administrative position; however, about 10 percent of all principals exit administration annually.10 In part, instability is explained by the career options principals have. As examples, they are often tenured teachers and can return to the classroom; some are attractive candidates for management positions in the private sector; and many qualify for early or regular retirement.
