The impact of job isolation on new principals’ sense of efficacy, job satisfaction, burnout and persistence

Abstract

Purpose The purpose of this paper is to test the model first presented by Federici and Skaalvik (2012) involving the relationships among four attributes of principals’ work: self-efficacy, burnout, job satisfaction, and intention to leave (persistence). The model is then extended to test the role of isolation as a precursor. Design/methodology/approach Path analysis is used to test the models, based on responses from an electronic survey of first-year principals in a southeastern US state, using established measures of each construct. Findings First, the results show support for the model presented by Federici and Skaalvik, supporting their original hypotheses. Second, the authors show that isolation is an important predictor of all four constructs in the model, and that when included as an antecedent factor, isolation represents the most potent predictor of new principals’ intention to leave. Research limitations/implications The analysis involves a sample of new principals from a single setting, thus limiting generalizability. Additionally, the exclusive use of self-reported data in this study raises the possibility that the results are influenced by single-source bias. Practical implications The findings showing that isolation is a significant predictor of work outcomes, such as efficacy and satisfaction, and an important predictor of persistence suggest that scholars and practitioners alike need to consider ways to understand and mitigate the sources of isolation experienced by school leaders. Originality/value Isolation is largely neglected in empirical studies of principals’ work. This study adds to what is known and raises questions about the study of isolation experienced by school leaders.