Alternatively Certified Teachers' Perceptions of Principal Support

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership, Counseling, and Foundations

Year

2005

Author dc:creator

• Sorapuru, Reina Bianca Heron

Contributors dc:contributor

• Kirby, Peggy
• Paradise, Louis
• Riedlinger, Brian

Repository record dc:identifier

https://scholarworks.uno.edu/td/276

OAI identifier oai:identifier

oai:scholarworks.uno.edu:td-1309