ERIC Number: ED477523
Record Type: RIE
Publication Date: 2003
Principal Behaviors That Encourage Teachers To Stay in the Profession: Perceptions of K-8 Teachers in Their Second to Fifth Year of Teaching.
This study investigated K-8 teachers beliefs about their principals' behaviors and attitudes that encouraged them to remain in teaching. Teachers completed interviews that focused on principal behaviors, levels of support received, relationships between level of support and decision to stay in teaching, job satisfaction, job stress, and school commitment. From these interviews, a list of 22 principal behaviors was generated, then ranked by additional teachers and principals. Results indicated that positive teacher-principal relationships related to satisfied teachers, who were likely to stay, high levels of school morale, and teachers who worked harder to meet their students' needs. Teachers did not feel supported by principals who did not practice and take seriously what they considered to be two of the five most important behaviors: supporting teachers with parents and supporting teachers in matters of student discipline. Teachers who reported having supportive principals mentioned that their principals were highly visible and gave suggestions and guidance. They felt respected, and in turn, they respected, liked, and listened to their principals. Teachers who reported having unsupportive principals felt that their judgment was not respected, they did not feel trusted, and they did not feel a high degree of trust in their principals. The interview questions are attached. (Contains 16 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Support provided by Pi Lambda Theta, International Honor Society and Professional Association in Education.