Download or read book Teacher and Administrator Perceptions of Administrative Support in Schools written by Carole L. Hicks and published by . This book was released on 2011 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of Administrative Support written by Mark Dudley Robertson and published by . This book was released on 2004 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to research and identify organizational sources of administrative support that contribute to novice teacher retention and turnover. Two large urban school districts in North Carolina with widely disparate teacher turnover rates were compared for factors that have been identified in the literature as organizational influences on novice teacher commitment and satisfaction, and thus retention in the profession. Quantitative data was gathered through the use of a survey administered to novice teachers and principals in the two urban school districts. Qualitative data was gathered through written comments concerning items on the survey, focus group interviews with novice teachers from both districts, personal interviews with novice teachers from both districts, personal interviews with principals from both districts, and personal interviews with central office administrators from both districts. Analysis of the data with both quantitative and qualitative methods revealed no discernible differences in organizational sources of administrative support for the two districts. Factors that affected novice teacher satisfaction appeared to be present in both districts. Administrative support factors that affect novice teacher turnover appear to be based at the school, rather than district level. In addition, novice teacher perceptions of administrative support needs appear to be highly individualized. Implications of the research findings for school administrators, schools, and school districts are discussed.

Download or read book A Case Study of Administrator Teacher and Parent Perceptions and Usage of Infinite Campus at the Secondary Level written by Michael K. Larson and published by . This book was released on 2021 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that parent involvement has been associated with positive academic outcomes, including but not limited to, increased academic performance, lower rates of retention/failure, increased self-regulatory behavior, higher social functioning, and reduced special education placements (Anderson & Minke, 2007; Scharton, 2019). The use of on-line data management systems has proliferated over the course of the past decade. Throughout the 1990s, computer technology rapidly expanded in United States public schools. Between 1996-1997, U.S. school districts had added 500,000 computers for administrative use (Darby & Hughes, 2005). The passage of No Child Left behind (NCLB) and Race to the Top bolstered the use of technology in U.S. schools. With an increased emphasis placed on school to home connection, technology-based Student Information Systems grew increasingly common (Hughes, 2005; Epstein, 2004). Student information systems provide teachers, parents, and students the ability to monitor relevant student data, include a portal for parents to access information about their students, offer reporting capabilities, manage student admissions, and provide modules for school staff. Additionally, they serve as a communication tool that connect school activity with interested parties (parents, teachers, and administrators). Commonly known examples of SIS include, but are not limited to; PowerSchool SIS, Skyward, Gradelink, Infinite Campus, and a host of others. Commonalities often include the posting of academic and attendance data to parents, and students ("Best K-12", 2020). School to home communication has been determined to play an influential role in student achievement (Anderson & Minke, 2007; Epstein, 2010; Henderson & Mapp, 2002; Scharton, 2019), however, few research studies exist examining the landscape of the Infinite Campus Parent Portal as a communication vehicle, along with the parent, teacher, and administrator perceptions of this informational systems. The purpose of this study is to understand the use of Infinite Campus and to determine the extent to which information posted therein inspires intervention (e.g., contact with school officials, academic support at home, etc.) Results from this study will provide schools/districts with a greater understanding of parent/guardian Infinite Campus usage patterns and present the District with an opportunity to further enhance their communication capacities.

Download or read book Analyzing the Influence of Perceived Administrative Support on Teachers Affective Organizational Commitment and Job Satisfaction written by Caroline R. Gilbert and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the relationships between perceived administrative support, job satisfaction, and organizational commitment as experienced by elementary teachers. Semi-structured interviews were conducted with 16 elementary school teachers to gain insight through their perspectives of the lived experiences of administrator support and how it influences job satisfaction and organizational commitment. Social exchange theory was selected as the guiding theory for the study, which is best applied to understand the nature of the relationships between perceived administrative support and organizational commitment. The study's findings indicated that teachers' perceptions of support are directly affected by their relationship with their administrators. The themes from the research suggest administrators must establish relationships built on praise and trust to affect teachers' organizational commitment positively. Additional themes suggest that administrator trust is perceived as the level of autonomy afforded to teachers in the classroom along with the availability of leadership opportunities. Those who shared negative experiences with their administration, both past and present, including distrust and dissatisfaction, had little to no affective commitment, which resulted in either leaving the school or the profession. Those who shared positive experiences with their administrator that resulted in feeling valued, expressed various levels of positive affective commitment. Satisfaction may be defined differently depending on years of experience; however, the presence of administrative support and the perception thereof is an essential element in achieving job satisfaction. The teachers in this study expressed that a sense of job satisfaction comes from the opportunity to explore leadership within the school. The findings of this study converge with the notion that perceived administrative support significantly influences teachers' decisions to attrite. Recognizing the lack of leadership opportunities within the inherent teaching model, it is recommended that districts implement systems of leadership advancement opportunities for teachers. Further, recognizing the role that leadership plays in the retention of teachers, a shift must be made in not only how we choose leadership but how we support, train, and evaluate leadership in schools. A larger quantitative survey of teachers nationwide is recommended for future research to further understand the attitudes of teachers toward their perceptions of administrative support in terms of leadership opportunities and teacher autonomy.

Download or read book Teachers and Administrators Perceptions of Administrative Support Services for a Free Enterprise and Consumer Education Program written by Carl Eldridge O'Neal and published by . This book was released on 1978 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Influence of Administrative Support on Special Education Teacher Self efficacy at the Middle School Level in a Small Northeast State written by Ryan Borden and published by . This book was released on 2018 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the passing of the Individuals with Disabilities Education Act (IDEA 2004) and the Every Students Succeeds Act (ESSA, 2015) the role of special educators has become increasingly diverse. The defining structure of what enables teachers to effectively deliver instruction can be measured through self-efficacy (Bandura, 1997). Teachers with higher self-efficacy are more likely to overcome the burdens of their jobs (Guo, MacDonald Connor, Yanyun, Roehrig, & Morrison, 2012). Supportive leadership is a predictor of positive outcomes in special education (Murawski & Dieker, 2013). Understanding what factors of administrative support influence the self-efficacy of special educators allows leaders to provide more meaningful and consistent support to special educators. The purpose of this mixed methods sequential, explanatory study was to determine the factors of administrative support that influence the self-efficacy of special educators at middle schools in a small northeast state. The following research questions were addressed: 1. How do the components of administrative support relate to special education teacher self-efficacy? a. How do the components of administrative support relate to building level administrator self-efficacy? 2. What is the relationship between the special educator’s perceived level of administrative support and their reported self-efficacy? 3. What is the relationship between the building level administrator’s perceived level of support given and the reported levels of special educator self-efficacy? a. What is the relationship between the perceived level of support provided by BLAS to special educators and BLA self-efficacy? 4. How do administrator and teacher descriptions further explain the relationship among support and self-efficacy? a. How do building level administrators describe their support to special educators? b. How do special educators describe support provided by their building level administrator? During the quantitative phase, a questionnaire was administered to middle school administrators and special educators to measure perceptions of their relationship and its influence on the self-efficacy of special educators. During the second phase, individual interviews were conducted to explore how both participant groups describe the factors that contribute to their relationship (Rubin & Rubin, 2012). The results of this study found a relationship between administrative support and special educator self-efficacy.

Download or read book Engaging Teachers to Improve Administrator Support in an Urban Middle School written by Barbara R. Kimzey and published by . This book was released on 2019 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: High teacher turnover in urban schools, such as at the school in which this study was conducted, has persistently negatively impacted school reform efforts aimed at closing the achievement gap (Donaldson & Johnson, 2011; Ronfeldt, Loeb, & Wyckoff, 2013). Since effective teachers have the greatest direct impact upon improving student achievement, high teacher turnover rates in low-performing schools that serve large populations of minority and low-income students help perpetuate the low performance of those schools (Ingersoll, 2002; Ronfeldt et al., 2013; Stronge, 2010; Wright, Horn, & Sanders, 1997). Furthermore, research indicates that teachers tend to stay in schools where a positive, supportive, collaborative school culture exists and where teachers play a role in decision making (Ado, 2013; Boyd et al., 2011; Ingersoll, 2002; Johnson, 2011). The purpose of this mixed methods action research study was to identify and explore a potential systemic intervention that would improve teachers' perceptions of administrator support in order to eventually improve teacher retention in an urban middle school. By comparative analysis using a t-test of the pre- and post-survey results from the administration of the Principal Support Survey (DiPaola, 2012) that included the addition of three open-ended questions relating to teachers' experiences with and wishes for administrative support, the study results indicated that after four months, implementation of a weekly observation and coaching protocol yielded a statistically significant increase in teachers' perceptions of appraisal support. Recommendations included providing ongoing, individualized coaching support to teachers and to those coaching teachers, in addition to revising external accountability measures to ensure time for coaching and to reduce teacher stress.

Download or read book A Qualitative Study of the Experiences with Administrative Support of Veteran Teachers at the Secondary Level written by Rachel Hendrix Nobles and published by . This book was released on 2009 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Studies have revealed that working conditions play an integral role in teachers' decisions to remain in the profession or in their current school. Additionally, studies have found that administrative support is a factor frequently cited by teachers as a component of their working conditions. Administrators are in a position allowing them to directly influence the working conditions of teachers and indirectly influence the retention of teachers. Therefore, a need existed for a deeper more complete understanding of exactly how administrator - teacher relations at the secondary level influence veteran regular education teachers' perceptions of support. In this study, the researcher examined veteran teachers at the secondary level to gain a deeper understanding of their experiences with administrative support. A phenomenological research approach was employed to gather details about the lived experiences of the participants. The participants for this study were purposefully selected from two high schools in a school district in Southeast Georgia, and semi-structured interviews were conducted. The transcripts of the interviews were used along with reflective notes, made by the researcher, to analyze the data and answer the research questions. A number of conclusions were reached based on the findings of the study. When administrators handle student discipline issues on a consistent basis, in a timely manner, and with appropriate consequences the veteran teachers feel supported. Additionally, when administrators support the teachers by refusing to allow parents to treat them disrespectfully and upholding decisions made by the teachers they feel self-assured and appreciative. Administrators who maintain an open door policy, keep an open mind, and express a sincere interest in listening to the teachers also make them feel supported. Moreover, veteran teachers feel respected as professionals when administrators value their input and trust them to do their jobs. Administrators who show their appreciation for teachers by recognizing and rewarding their achievements are also appreciated. Furthermore, when administrators support teachers by demonstrating their care for them as individuals, the teachers believe the working environment is improved. Finally, the veteran teachers appreciate administrators, who support them by being visible, initiating frequent communication, and providing the resources they need to be successful.

Download or read book Approaches to Administrative Training in Education written by Joseph F. Murphy and published by State University of New York Press. This book was released on 1987-07-01 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this important new collection Murphy and Hallinger bring together descriptions of a wide range of the new models in use in educational administrative training. Most of these eleven models have developed in response to contemporary criticism of the educational administrative theory movement, and each, in its own way, strives to bridge the chasm between educational theory and practice. The approaches represented here stress the importance of the administrators' engagement in the daily life of the school, and encourage administrators to learn from one another. While some models have come from leadership academies, others have been developed and tested in state departments of education, professional associations, and educational institutions. The book represents an important resource for those working with pre- and inservice administrators as they learn ways in which their involvement can improve the nation's schools.

Download or read book A Study of Administrators Teachers and Parents Perceptions of the Role of an International School Administrator written by Alida Joan Droppert and published by . This book was released on 1984 with total page 658 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book What They Don t Tell You in Schools of Education about School Administration written by John A. Black and published by Scarecrow Press. This book was released on 2002-01-15 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a reprint of a text originally published in 1986 by Technomic Publishing Co, Inc. The authors base the book on their personal experiences as public school administrators in the U.S. They address many aspects of the political arena of educational administration and leadership which are not typically covered in university courses, but are necessary for the survival of classroom teachers who later become administrators. Written in a down-to-earth style, the authors are frank in their assessment of the educational system. For students in educational administration courses and practicing school administrators. Annotation copyrighted by Book News, Inc., Portland, OR

Download or read book The Effects of Teacher Perceptions of Administrative Support School Climate and Academic Success in Urban Schools written by and published by . This book was released on 2015 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping written by Valerie Lyle and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book At the Tipping Point written by Linda K. Lemasters and published by . This book was released on 2007 with total page 511 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary Teachers Perceptions of Administrators and Job Satisfaction written by Christen M. Davis and published by . This book was released on 2012 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate administrative influence on teacher job satisfaction based on the perspectives of teachers using Frederick Herzberg, Bernard Mausner, and Barbara Snyderman's Two-Factor Theory on job satisfaction as the theoretical framework. This study also explored the administrative actions and behaviors that teachers felt contributed to teacher job satisfaction and dissatisfaction. This qualitative study used open-ended interviews to gather all data. Through these interviews, the administrative qualities that emerged as important were: integrity, leadership, professionalism, support, and communication. Integrity included trust, honesty, and being ethical. Leadership involved making decisions, administrator knowledge, consistency, ownership and responsibility, and ability. Professionalism pertained to teachers being treated as knowledgeable, with respect, and as team members. Administrative support included classroom, parent, personal, and professional support. Communication involved open communication between the members of the school. Findings of this study showed that administrators do effect teacher job satisfaction. These participants also felt that administrative influence was the most influential variable effecting teacher job satisfaction. They also believed that teacher job satisfaction effected the students, which indirectly connected administrators to student success.

Download or read book Teachers and Administrators Perceptions of Departmentalization in Elementary Schools written by Mary Elizabeth Day and published by . This book was released on 2019 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine administrator and teacher perceptions of the two primary classroom organizational structures in kindergarten through second grade within a rural East Tennessee school district: 1) departmentalized and 2) self-contained. Data were collected from seven elementary schools. The number of survey respondents were: 25 kindergarten through second grade teachers and eight administrators represented a 63% return rate for teachers and an 80% return rate for administrators. This researcher determined three primary categories among the administrator and teacher responses from both organizational structures: 1) student and teacher relationships, 2) classroom transition, and 3) academic planning. This researcher also determined there were advantages and disadvantages to both organizational structures in kindergarten through second grade. This researcher’s findings from administrator and teacher participants under both organizational structures were consistent with each other.

Download or read book Social Programs that Work written by Jonathan Crane and published by Russell Sage Foundation. This book was released on 1998-05-07 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many Americans seem convinced that government programs designed to help the poor have failed. Social Programs That Work shows that this is not true. Many programs have demonstrably improved the lives of people trapped at the bottom of the social and economic ladder. Social Programs That Work provides an in-depth look at some of the nation's best interventions over the past few decades, and considers their potential for national expansion. Examined here are programs designed to improve children's reading skills, curb juvenile delinquency and substance abuse, and move people off welfare into the workforce. Each contributor discusses the design and implementation of a particular program, and assesses how well particular goals were met. Among the critical issues addressed: Are good results permanent, or do they fade over time? Can they be replicated successfully under varied conditions? Are programs cost effective, and if so are the benefits seen immediately or only over the long term? How can public support be garnered for a large upfront investment whose returns may not be apparent for years? Some programs discussed in this volume were implemented only on a small, experimental scale, prompting discussion of their viability at the national level. An important concern for social policy is whether one-shot programs can lead to permanent results. Early interventions may be extremely effective at reducing future criminal behavior, as shown by the results of the High/Scope Perry preschool program. Evidence from the Life Skills Training Program suggests that a combination of initial intervention and occasional booster sessions can be an inexpensive and successful approach to reducing adolescent substance abuse. Social Programs That Work also acknowledges that simply placing welfare recipients in jobs isn't enough; they will also need long-term support to maintain those jobs. The successes and failures of social policy over the last thirty-five years have given us valuable feedback about the design of successful social policy. Social Programs That Work represents a landmark attempt to use social science criteria to identify and strengthen the programs most likely to make a real difference in addressing the nation's social ills.