Date of Award
5-2005
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Educational Leadership, Counseling, and Foundations
Major Professor
Kirby, Peggy
Second Advisor
Paradise, Louis
Third Advisor
Riedlinger, Brian
Fourth Advisor
Haydel, Juanita
Abstract
The purpose of this study was to examine the perceptions of alternatively certified teachers about the support they receive from their principal, assigned mentor, and other teachers to address the challenges of teaching. The importance of those supports as they correlate to teacher satisfaction was determined. The primary research questions were, 1) Do first and second year alternatively certified teachers perceive that they are supported by their principals, assigned mentors, and other teachers? 2) What are the factors of that support they deem most important? There were two ancillary questions, 1) Is teacher perception of support related to satisfaction with teaching? 2) Is teacher perception of support related to teacher-reported intent to remain at the current school and in the profession? Support received from principals, assigned mentors, and other teachers were important to early year success and were strong indicators in determining teacher satisfaction. Implications for alternative certification program development, principal, and mentor development, as well as future research suggestions are included.
Recommended Citation
Sorapuru, Reina Bianca Heron, "Alternatively Certified Teachers' Perceptions of Principal Support" (2005). University of New Orleans Theses and Dissertations. 276.
https://scholarworks.uno.edu/td/276
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.