東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teacher and Administrator Perception...

Hicks, Carole L.

FindBook

Google Book

Amazon

博客來

Teacher and Administrator Perceptions of Administrative Support in Schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher and Administrator Perceptions of Administrative Support in Schools./
作者:	Hicks, Carole L.
面頁冊數:	114 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
標題:	Education, Leadership. -
電子資源:	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.
LDR:03156nam 2200277 4500 001 1400231
005 20111005095629.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124593401
035 $a (UMI)AAI3452506
035 $a AAI3452506
040 $a UMI $c UMI
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
690 $a 0449
690 $a 0461
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertation Abstracts International $g 72-06A.
790 1 0 $a Schultz, Robert, $e advisor
790 $a 1443
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3452506