Literaturnachweis - Detailanzeige
| Autor/in | Talley, Pamela |
|---|---|
| Titel | Through the Lens of Novice Teachers: A Lack of Administrative Support and Its Influence on Self-Efficacy and Teacher Retention Issues |
| Quelle | (2017), (155 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Southern Mississippi |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3552-1539-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Persistence; Self Efficacy; Beginning Teachers; Phenomenology; Teaching Experience; School Support; Teacher Administrator Relationship; Qualitative Research; Semi Structured Interviews; Journal Writing; Transcripts (Written Records); Career Development; Teacher Attitudes; Secondary School Teachers |
| Abstract | Novice teachers are leaving the profession at an alarming rate. The purpose of this research is to understand the organizational sources that novice teachers perceive as being a lack of administrative support. This phenomenological study explored the perceptions of ten, novice, middle school, and high school teachers, based on their lived experiences, toward the phenomenon of administrative support and how it influenced their career making decisions. Guided by the theoretical framework of Dr. Victor Vroom's (1964), expectancy theory, Robert M. House's, (1971) path-goal leadership theory, Bandura's (1977) social cognitive and self-efficacy theories, this study set out to investigate how novice teachers perceive a lack of administrative support, and how it influences their self-efficacy and career making decisions. Data for this qualitative study was collected through semi-structured interviews, reflective journals, field notes, and artifacts were collected and analyzed. The research results supported the theoretical framework of the study, and from this study three importance themes regarding novice teachers' perceptions of a lack of support emerged: expressive support, instrumental support, and teacher stress. The results of this study found that although novice teachers may disagree on certain aspects of administrative support being important to their self-efficacy and career making decisions, all of the participants in this study agreed on specific elements of expressive support, instrumental support, and teacher stress as being factors in their decision to either migrate or leave the profession. These specific elements were: lack of support with student discipline, not being able to trust the administration to be fair, lack of administrative consistency, lack of respect shown by the administration, lack of modeling by administration, lack of administrators being considered approachable, and lack of building confidence or self-esteem among participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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