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Teacher and Administrator Perception...

Hicks, Carole L.

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Teacher and Administrator Perceptions of Administrative Support in Schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher and Administrator Perceptions of Administrative Support in Schools./
Author:	Hicks, Carole L.
Description:	114 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3452506
ISBN:	9781124593401

Teacher and Administrator Perceptions of Administrative Support in Schools.
Hicks, Carole L.

Teacher and Administrator Perceptions of Administrative Support in Schools. - 114 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ed.D.)--Northcentral University, 2011.

Research that interconnects teacher retention, job satisfaction, and administrative support suggests that it is the school-level administrators who have the opportunity to protect schools from high rates of teacher turnover by ensuring that their supportive behaviors are meeting the needs of the teachers. While it was known that administrative support could be a factor of teacher satisfaction, it was not known which specific supports were most important to teachers In this quantitative study, a convenience sample of 736 certified K--12 classroom teachers and 38 school-level administrators in a public school system in Georgia were invited to complete a Likert-scaled online survey listing 20 administrative supports that, according to prior research, were cited as being conducive to teacher satisfaction. Descriptive statistics, independent sample t-tests, and analysis of variance were conducted to explore the teachers' and administrators' perceptions of the importance of various types of administrative support, and to determine what, if any, differences exist between perceptions of the importance of administrative supports. Significant differences were found between teachers' and administrators' perceptions of the importance of those supports. Teachers perceived trust as one of the most important supports, whereas administrators thought frequent interactions with teachers were more important. Findings from an analysis of variance (ANOVA) revealed that teachers in middle and elementary schools in this study put a higher premium on the provision of materials [ F (2, 235) = 12.92, p = .001 ], the provision of professional collaboration opportunities [F (2, 235) = 7.06, p = .001], and attending to teachers' personal feelings [ F (2, 234) = 4.18, p = .017] than did the high-school teachers. The findings of this research study could assist in the development of professional-development programs for administrators, and inform the selection process and appropriate placement of school administrators Future research should include an investigation into the ways in which teacher satisfaction is affected by the support from administrators on a day-to-day basis. Future research should also examine how administrators show trust in teachers' judgment.

ISBN: 9781124593401Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher and Administrator Perceptions of Administrative Support in Schools.
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020 $a 9781124593401
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100 1 $a Hicks, Carole L. $3 1679261
245 1 0 $a Teacher and Administrator Perceptions of Administrative Support in Schools.
300 $a 114 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
500 $a Adviser: Robert Schultz.
502 $a Thesis (Ed.D.)--Northcentral University, 2011.
520 $a Research that interconnects teacher retention, job satisfaction, and administrative support suggests that it is the school-level administrators who have the opportunity to protect schools from high rates of teacher turnover by ensuring that their supportive behaviors are meeting the needs of the teachers. While it was known that administrative support could be a factor of teacher satisfaction, it was not known which specific supports were most important to teachers In this quantitative study, a convenience sample of 736 certified K--12 classroom teachers and 38 school-level administrators in a public school system in Georgia were invited to complete a Likert-scaled online survey listing 20 administrative supports that, according to prior research, were cited as being conducive to teacher satisfaction. Descriptive statistics, independent sample t-tests, and analysis of variance were conducted to explore the teachers' and administrators' perceptions of the importance of various types of administrative support, and to determine what, if any, differences exist between perceptions of the importance of administrative supports. Significant differences were found between teachers' and administrators' perceptions of the importance of those supports. Teachers perceived trust as one of the most important supports, whereas administrators thought frequent interactions with teachers were more important. Findings from an analysis of variance (ANOVA) revealed that teachers in middle and elementary schools in this study put a higher premium on the provision of materials [ F (2, 235) = 12.92, p = .001 ], the provision of professional collaboration opportunities [F (2, 235) = 7.06, p = .001], and attending to teachers' personal feelings [ F (2, 234) = 4.18, p = .017] than did the high-school teachers. The findings of this research study could assist in the development of professional-development programs for administrators, and inform the selection process and appropriate placement of school administrators Future research should include an investigation into the ways in which teacher satisfaction is affected by the support from administrators on a day-to-day basis. Future research should also examine how administrators show trust in teachers' judgment.
590 $a School code: 1443.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, School Administration. $3 1669346
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773 0 $t Dissertation Abstracts International $g 72-06A.
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792 $a 2011
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