Perception of Administrative Support and How it Relates to Professional Growth and Job Satisfaction of Elementary Music Teachers

The purpose of this study was to examine the perception of administrative support, at the school and district levels, in order to identify how it related to professional growth and job satisfaction of elementary music teachers. Participants (N= 3) were practicing elementary general music teachers employed full-time in public schools, one each from urban, suburban and rural school districts within a Midwestern state. Each participant was interviewed twice, with three weeks between each interview. The interview questions related to administrative support and its impact on job satisfaction and professional growth. The researcher transcribed and coded the data and the themes of interpersonal skills, autonomy and visibility emerged. The findings indicated that the areas of job satisfaction and professional growth were impacted by interpersonal skills and autonomy, while visibility only seemed to affect job satisfaction. It also appeared that job satisfaction and professional growth were closely linked and impacted by administrative support. Recommendations and implications for future research are then discussed with respect to these results.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2019

Author dc:creator

• Stoltenberg, Katherine Therese

Advisor dc:contributor.advisor

• Hedden, Debra

• Music education
• Administration
• Job Satisfaction
• Professional Growth
• Support

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:16454

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/29319