Administration or teaching? Factors associated with teachers' decisions to pursue school administration

The purpose of the study was to test a model of factors associated with teachers' decisions to pursue a career in school administration. The study compared two groups---principals and teachers---on dimensions suggested by the model. Data analysis was completed using survey results from 483 teachers and 430 principals in Minnesota. Differences between groups were tested using binary logistic regression analysis. The results supported the model and explained 93% of the variation between groups. Additional analyses were conducted to identify differences between groups on satisfaction with job factors and to identify the skills each group perceived they needed to improve in order to meet the requirements of their positions.;Results from this study underscore the importance of work conditions and work rewards in career decision-making, factors which can be influenced by school administrators and policymakers. On the other hand, the importance of personal values and needs may constrain the effectiveness of interventions to nurture teachers into administrative roles if teachers are predisposed to stay in teaching. The results can assist educational planners to better understand the factors that differentiate the work and life experiences of teachers and principals.;In particular, this study highlighted differences in the importance each group placed on elements within the work environment. Opportunities to supervise and lead adults and challenge were more important to principals while creativity, working with children, work schedule, and job security were more important to teachers. In addition, principals reported that they had experienced more intermediate administrative positions as classroom teachers, kept more current by reading professional literature, and were more likely to have been encouraged by a supervisor to pursue administration.;Teachers were more satisfied than principals with three job factors---work schedule, minimal interference of work with family needs, and work with children. Principals were more satisfied than teachers with seven job factors---salary, power, status, professional respect and recognition, challenge, variety, leadership opportunities, and being of service.;Finally, both groups indicated they needed additional skills in handling uncertainty and stress. In addition, principals felt they needed stronger skills in supervising adults, resolving conflicts, and dealing with the public.