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[ subject:"Educational administration." ]
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Role of administrative support in no...
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Cihak, Michelle Lee.
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Role of administrative support in novice teacher retention.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Role of administrative support in novice teacher retention./
作者:
Cihak, Michelle Lee.
面頁冊數:
123 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:
Dissertation Abstracts International76-10A(E).
標題:
Educational administration. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663007
ISBN:
9781321798517
Role of administrative support in novice teacher retention.
Cihak, Michelle Lee.
Role of administrative support in novice teacher retention.
- 123 p.
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Thesis (Ed.D.)--The College of William and Mary, 2015.
This item must not be sold to any third party vendors.
This phenomenological study explored the relationship of administrative support and teacher retention of 12 novice teachers in secondary public education. Utilizing the theoretical framework of social identity theory and House's (1981) theory of social support, this study sought to investigate how novice teachers perceive their role as teacher and construct their own identities based upon their unique collection of experiences involving administrative support. This study addressed the following research question: How do novice teachers perceive the role of expressive and instrumental support in their desire to remain in the profession? Findings supported the importance of four themes in the experiences of novice teachers: expressive support, instrumental support, teacher work stress, and increased confidence. An additional finding of this study, although not an intended focus of this study, is the theme of peer support and the importance of peer support in the reduction of participants' stress and the development of participants' identities as teachers.
ISBN: 9781321798517Subjects--Topical Terms:
2122799
Educational administration.
Role of administrative support in novice teacher retention.
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Adviser: Michael Di Paola.
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This phenomenological study explored the relationship of administrative support and teacher retention of 12 novice teachers in secondary public education. Utilizing the theoretical framework of social identity theory and House's (1981) theory of social support, this study sought to investigate how novice teachers perceive their role as teacher and construct their own identities based upon their unique collection of experiences involving administrative support. This study addressed the following research question: How do novice teachers perceive the role of expressive and instrumental support in their desire to remain in the profession? Findings supported the importance of four themes in the experiences of novice teachers: expressive support, instrumental support, teacher work stress, and increased confidence. An additional finding of this study, although not an intended focus of this study, is the theme of peer support and the importance of peer support in the reduction of participants' stress and the development of participants' identities as teachers.
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