Abstract
Notable differences in leadership practices in charter and public schools have been documented, as have differences in teacher attributes between these schooling sectors. Given that teachers are not distributed to charter and public schools at random but rather select (and are selected by) these institutions, we ask: To what extent do differences in teacher characteristics and preferences influence leadership practices across schools? This study applies regression analysis to assess the relationship between teacher characteristics and preferences and principal instructional leadership practices. Contrary to expectations, we find that teachers' characteristics and preferences do not shape their principal's instructional leadership practices.
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