Principal support enhances the work-place environment and encourages teachers to do their best. Little is known, however, about the support behaviors of principals that teachers perceive to be important. Previous studies have focused on the 'broad concepts' of principal support without addressing specific behaviors. Therefore, a more comprehensive investigation is needed into what general and special education teachers consider important principal support behaviors.
The purpose of this study was to identify the support dimensions that both general and special education teachers perceive that they receive from their principalS and determine which dimensions they consider most important. A secondary purpose was to investigate the effects of perceived principal support on teacher stress and personal health, job satisfaction, school commitment and intent to stay in teaching. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/39550 |
| Date | 03 October 2007 |
| Creators | Littrell, Peggy Creasey |
| Contributors | Administration and Supervision of Special Education, Cross, Lawrence H., Alexander, M. David, Geller, Carol H., Billingsley, Bonnie S., Jones, Philip R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | xv, 205 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 26101163, LD5655.V856_1992.L588.pdf |
Page generated in 0.0148 seconds