The grounded theory presented in this study describes practices elementary principals utilize in influencing new teachers to remain in education. Eleven teachers and three elementary principals from one school division in Virginia participated in this study. Interview data were collected, elementary principals were shadowed, and documents were analyzed. Thematic categories and sub categories were formed through data analysis. The grounded theory that resulted from this study is: principals who create an atmosphere of trust, of mutual respect, and of service to children within a school foster teachers who state they feel successful, valued, safe, loyal, and professional and want to and expect to continue teaching. New teachers reported three themes that created their sense of success, value, safety, loyalty, and professionalism. Those themes are: (a) support; (b) communication; (c) first year success stories. Principals stated they employed a variety of practices to create the climate identified by the new teachers. The practices are: maintaining an open door policy, utilizing positive communication, developing leadership teams, encouraging professional development, designing and implementing support structures, providing opportunities for professional development, participating in decision making, encouraging and expecting peer collaboration and child centered instructional and behavioral programs. / Ed. D.

Administrative support of the instructional coach is critical to the success of instructional coaches in each building (Hall and Simeral, 2008; Knight, 2011; Sweeney, 2018). Effective instructional coaches support the transfer of new skills into practice to positively impact student learning outcomes (Costa and Garmston, 1994; Desimone and Pak, 2017; Knight and Cornett, 2007; Kraft, Blazar, and Hogan, 2019; Showers and Joyce, 1996). The purpose of this study was to identify instructional coaches' perceptions of principal support and the factors that contribute to those perceptions. The study aimed to address the following research questions: 1) What do instructional coaches perceive as principals' knowledge of the role of the instructional coach? 2) How do instructional coaches perceive the actions of principals in support of their work? This descriptive study examined instructional coaches' perceptions of principal support given to instructional coaches in one large, suburban school division in Virginia. Data were collected through an online survey and optional participation in focus groups. Findings included a misalignment between the instructional coaches' knowledge of the role of an instructional coach and that of the principal. Findings indicated the instructional coaches perceived support from the principal as including a shared knowledge of the role of the instructional coach, including the instructional coach in the vision for the school, maintaining regular communication and meetings, following up with teachers after a professional development led by the coach, providing professional development opportunities for the instructional coach, providing access to instructional resources, providing feedback on the work of the instructional coach, and building a relationship with the instructional coach. Implications outlined in the study identify specific actions principals can take to positively impact the instructional coaching in schools. / Doctor of Education / Instructional coaching is a growing method for building the capacity of teachers in schools. Administrative knowledge of the role of an instructional coach and principal support of the work of the instructional coach is critical to the success of the role of the instructional coach. Actions taken by the principal directly impact the perception of support for the work of the instructional coach and either negatively or positively impact the potential for the instructional coach to build capacity in the school. The work of instructional coaches is often interrupted by task assignments by the principal that engage instructional coaches in activities that detract from the instructional coach's role as instructional support. The purpose of this study was to identify instructional coaches' perceptions of principal support and the factors that contribute to those perceptions. Instructional coaches from one school division in Virginia participated in the study. The study yielded eight findings and eight implications for principal actions that improve the instructional coaches' perception of principal support for the role of the instructional coach. Findings from the study indicated the instructional coaches perceived support from the principal as including a shared knowledge of the role of the instructional coach, including the instructional coach in the vision for the school, maintaining regular communication and meetings, following up with teachers after a professional development led by the coach, providing professional development opportunities for the instructional coach, providing access to instructional resources, providing feedback on the work of the instructional coach, and building a relationship with the instructional coach. Implications outlined in the study identify specific actions principals can take to positively impact the instructional coaching in schools. Future researchers may want to consider completing this study with instructional coaches from various school divisions. Additionally, future researchers may also want to compare instructional coaches' perception of principal support with principals' perception of the actions of support given to the instructional coaches.

The problem of this study was that too few new principals have the requisite skills to effectively manage their time, the school's instructional program, and the myriad interpersonal communications that they have on a daily basis. To be able to handle the aforementioned tasks and all of their other duties, they often need support from a veteran, often referred to as a coach. Therefore, the purpose of this study was to examine how performance coaching of elementary school principals helped to ensure that leaders behave in such a way that best organizational practices are continuously implemented so that school leaders are consistently successful at supporting all students to high levels of achievement. A phenomenological approach to this qualitative study on new elementary school principals of the same urban school district was utilized. Each of the new principals was a recipient of ongoing performance coaching. Semi-structured interviews of each of the learner principals individually were conducted as well as of their respective. Also interviews conducted with the associate superintendent supervising the study participants and with each the performance coaches involved with the learner principals. Additionally, focus group interviews of the learner principals and of the coaches, as well as interviews of new principals of an additional urban school district were conducted. Finally, questionnaires relating to new principals' experiences with coaching or similar support were sent to 150 principals throughout the state. The findings indicated that the new principals sought from their coaches technical support, strategies for time and process management, and concrete instruction and guidance on interpersonal communication. New principals worked with their coaches to gain access to and to cultivate their own networks of support in terms of relationships with practicing professionals. The new principals could rely upon the coaches for guidance in life management and balance of personal and professional obligations. Performance coaches supported new principals via frequent meetings, e-mails, and phone conversations, as well as on an as-needed basis. Coaches supported new principals with explicit instruction and also modeled professional behavior. Finally, coaches had supportive conversations in settings where new principals knew the conversations would be confidential.

The purpose of this study was to measure the influence of teacher preparation experiences, collegial support, and principal support on new teachers' decisions to remain in the teaching profession. Quantitative research was conducted using data from an electronic survey to examine the impact the three predictor variables had on the likelihood of a new teacher remaining in the profession beyond five years. Research explored the precipitating theory based on scholarly literature, that teachers who are well prepared with practical experiences, and who feel supported and valued by their colleagues and principals, reflect the highest level of job satisfaction and potential to remain in the teaching profession. Five findings emerged from this study. Two findings indicated that collegial support and principal support, both had a statistically significant influence on new teacher retention. In addition, the study found that nearly 75% of new teachers showed some level of job satisfaction with the teaching profession. Participants in the survey included one hundred and eighty-four teachers with 0-5 years experience, representing teachers from 21 secondary schools within one school district. Participants were asked to respond to questions based on their personal experiences and feelings related to the teaching profession and their overall satisfaction level. / Ed. D.

High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession.Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied.This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers.Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.

Thesis advisor: Martin Scanlan / This qualitative case study explored the role central office leaders played in recruiting, developing and retaining principal human capital in Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data was gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders targeted principals with certain characteristics and recruited candidates from within and outside of the district. Central office leaders provided in-district professional development and engaged external organizations in the process. Work environment and a focus on cultivating local talent contributed to principal retention. Findings further indicated that the assistance relationships developed between central office leaders and principals contributed to principal development and retention through their impact on the work environment. Recommendations include continual examination of work environment and development of assistance relationships for their contribution to principal human capital. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strand’s findings may provide insights into practices to recruit, develop and retain principals in low-performing districts. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Burnout is a tripartite syndrome consisting of the constructs of emotional exhaustion (EE), depersonalization (DP), and reduced feelings of personal accomplishment (PA) (Azeem & Nazir, 2008; Law, 2010; Yong & Yue, 2007). Teachers in the midst of burnout are in a “state of physical, emotional, and mental exhaustion caused by long-term involvement in situations that are emotionally demanding” (Harrison, 1996, p. 25). The purpose of this study was to explore the relationship between middle school teacher burnout and perceived principal support. The combination of the constructs of burnout and principal behaviors (i.e., supportive, directive, and restrictive) provided the theoretical framework for the study. Participants included 282 middle school teachers from 9 schools in East Tennessee. Instruments utilized were the Maslach Burnout Inventory for Educators Survey (MBI-ES), the Organizational Climate Description Questionnaire—Revised for Middle Schools (OCDQ-RM); and a researcher‑created demographics questionnaire. Schools were also coded as either rural or non‑rural, and this classification was used as demographic information. Analyses included the calculation of Pearson r correlations and a three-stage hierarchical multiple regression. Of the participants, 43.6% rated themselves as experiencing high levels of EE and 45.4% reported low levels of personal accomplishment. In straight correlations, the EE factors of burnout were significant between gender of teachers, those who taught courses that were tested (i.e., math, reading/language arts, science, and social studies), and those who held higher degrees. For teacher behaviors, those reporting collegial and disengaged behavior had a direct relationship between all factors of burnout, as were principal behaviors categorized as supportive and restrictive. This study, however, focused on the hierarchical multiple regression to determine whether principal behaviors had a greater effect on burnout than did other variables. From the findings, the researcher realized directive principal behavior had no significant effect on any of the factors of burnout; however, those teachers with principals who they perceived as supportive were less likely to exhibit EE or DP. Restrictive principal behavior was the only factor in the regression that was significant for all factors of burnout, indicating that employees of these principals exhibited higher levels of EE and DP and lower levels of PA.

Thirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 2016 2017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose of this general qualitative study was to examine perspectives on principal support for teachers who teach these populations. Data were collected through interviewing 9 teachers, 3 principals, 3 counselors, 3 instructional coaches, and 1 district academic leader. Social cognitive theory, role theory, and cognitive evaluation theory constituted the conceptual framework. Individual interviews were conducted, transcribed, and coded. Teachers’ top 5 supports were “follow through with school systems,” “trust in teachers by the principal,” “teacher collaboration with the principal,” “principal stands up for teachers,” and “principal has a lending ear.” Principals identified “budget for human resources,” “follow through with school systems,” “teacher collaboration with the principal,” “professional development opportunities,” and “planning time,” “trust in teachers from principal,” and “leading by example” were tied in the fifth ranking. School and district personnel identified “professional development opportunities,” “follow through with school systems,” “budget for human resources,” “principal has a lending ear” and “lead by example” were tied in 4th, and “principal is visible” was fifth on their list. These findings contribute to positive social change by informing the education field about positive support systems that ultimately enhance learning of students with high social-emotional and academic needs.

In this study, a three phase Sequential Mixed Method Design was utilized to test a research based model explaining the relationships between technology integration and the factors affecting it. In the first phase, interviews were conducted with 20 elementary school teachers to identify the most common factors affecting elementary teachers&rsquo / use of technologies. The qualitative findings then guided the development of a survey instrument in the second phase. In the last phase, this survey was administered to 1080 classroom teachers in Ankara. In this phase, a path analytical approach was utilized to investigate the direct and indirect effects of teaching experience, computer use in years, principal support, colleague support, technology competency, teachers&rsquo / attitude and belief towards using technology and lack of time on technology integration to elementary school settings. Our findings indicated that technology integration is a complex process affected by many factors and these factors are highly related to each other. Within all factors, teachers&rsquo / technology competency has the largest direct effect on technology integration. Also, principal support, computer use in years, colleague support and teachers&rsquo / attitude and belief have important influences on technology integration. The technology integration model developed in this study provides a valuable tool for both policy makers and school principals to design and develop some strategies to bring success about integrating technologies in school environments. It will help the school principals in developing a vision and plan, indicating how technology will be integrated to the lessons and how the teachers are expected to use technologies.

The purpose of this study was to examine the predictors of teachers&rsquo / sense of efficacy including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, and support from administration, and teaching resources. The present study was conducted in the 2006-2007 academic year. The study included a total of 383 science, mathematics, and classroom teachers from 62 elementary schools of &Ccedil / ankaya district in Ankara. Data were collected through Teachers&rsquo / Sense of Efficacy Scale (Tschannen-Moran &amp / Woolfolk Hoy, 2001). In the present study, data were analyzed by utilizing four separate hierarchical regression analyses. Results showed that gender, teaching field, and years of teaching experience variables were not significant predictors for overall teacher efficacy, efficacy in instructional strategies, efficacy in classroom management, and efficacy in student engagement, whereas satisfaction with performance variable made significant contribution to all dependent variables. Parental support and teaching resources predicted only efficacy in student engagement.