The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching

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.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Administration and Supervision of Special Education

Department dc:contributor.department

Administration and Supervision of Special Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1992

Author dc:creator

• Littrell, Peggy Creasey

Chairs dc:contributor.committeechair

• Billingsley, Bonnie S.
• Jones, Philip R.

Committee members dc:contributor.committeemember

• Cross, Lawrence H.
• Alexander, M. David
• Geller, Carol H.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-10032007-171537

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/39550