Administrative Support and Its Mediating Effect on US Public School Teachers

Autor/inn/en	Tickle, Benjamin R.; Chang, Mido; Kim, Sunha
Titel	Administrative Support and Its Mediating Effect on US Public School Teachers
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 2, S.342-349 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.09.002
Schlagwörter	Job Satisfaction; Public School Teachers; Path Analysis; Teaching Experience; Questionnaires; Teacher Attitudes; Educational Environment; Teacher Persistence; School Support; Teacher Administrator Relationship; Mediation Theory; Predictor Variables + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Pfadanalyse; Fragebogen; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulförderverein; Mediationsverfahren; Prädiktor
Abstract	This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job satisfaction, while teachers' job satisfaction was the most significant predictor of teachers' intent to stay in teaching. It was also confirmed that administrative support mediates the effect of teaching experience, student behavior, and teachers' satisfaction with their salary on teachers' job satisfaction and intent to stay in teaching. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10