Determinants of Principal Pay in the State of Texas Metadata

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Title

  • Main Title Determinants of Principal Pay in the State of Texas

Creator

  • Author: Asbury, Elizabeth
    Creator Type: Personal

Contributor

  • Chair: Byrd, Dr. Jimmy
    Contributor Type: Personal
  • Committee Member: Brooks, Dr. John
    Contributor Type: Personal
  • Other: Camp, Dr. Bill
    Contributor Type: Personal
  • Committee Member: Otto, Dr. Douglas
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 2016-05

Language

  • English

Description

  • Content Description: The purpose of the study was to examine district, campus, and community determinants of principal’s salaries using a spatial econometric framework. Among the district variables business tax (p = 0.001), property tax (p < .01), and the Herfindahl Index (measure of competition) were statistically significant indicators of principal salaries. The results suggest that more affluent districts tend to pay principals higher salaries, which was expected. Regarding campus characteristics, the percent of economically disadvantaged was not a statistically sound indicator (p = 0.468), but campus enrollment was significant (p = <.01). Interestingly as the percentage of economically disadvantaged students increased, the principal salary decreased. In contrast, as student enrollment increases the salary of principals increases, suggesting that principals of larger campuses earn higher salaries. Interestingly, student achievement was not a statistically significant predictor of principals’ salary given that pay for performance in Texas is at the forefront of political debate. Among the variables examined at the community level, only the percentage of homes owner occupied (p = 0.002) was found to be a statistically significant indicator of principal salary (p = .002). The lack of evidence on reforms, such as determinants of principal salary, points to data and research deficiencies to be addressed in order to learn more about their effects and make sound public policies. The paper utilized a spatial regression approach to examine the determinants of principal salary using data from the local, state, and national data sources. Principal salaries are viewed from several lenses in this study by considering effective outcomes of pay defined by actual salaries and market considerations for pay as defined by community, organizational, and human capital variables. Literature from the private sector as well as from the public school setting was used as a theoretical underpinning for the hypotheses set forth in this study. Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. The paper includes implications for educational policy development related to pay for contribution, rather than pay based on tenure, experience, or district wealth. The research also fulfils an identified policy need to study how principal salaries are determined.

Subject

  • Keyword: Educational Administration
  • Keyword: Principals
  • Keyword: Education Policy
  • Keyword: Finance Restructuring
  • Keyword: Pay for Performance
  • Keyword: Principal Salaries
  • Keyword: Education, Administration
  • Keyword: Education, Finance

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Asbury, Elizabeth
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Accession or Local Control No: submission_127
  • Archival Resource Key: ark:/67531/metadc849764

Degree

  • Degree Name: Doctor of Education
  • Degree Level: Doctoral
  • Academic Department: Department of Teacher Education and Administration
  • College: College of Education
  • Degree Discipline: Educational Leadership
  • Degree Publication Type: disse
  • Degree Grantor: University of North Texas

Note

  • Embargo Note: The work will be published after approval.