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ERIC Number: ED492637
Record Type: Non-Journal
Publication Date: 2006-Aug-1
Pages: 34
Abstractor: Author
Reference Count: 25
ISBN: N/A
ISSN: N/A
Teachers' Perception of Administrators Who Help Them Promote Learning
Mercurius, Neil
Online Submission
The purpose of this qualitative study was to investigate teachers' perceptions of administrators' contribution to their teaching and learning by identifying those administrator attributes and behaviors that promote learning. The study incorporated individual studies by 10 doctoral students, in a doctoral research class project. Each researcher selected two teachers from a K-12 school. Six researchers chose elementary schools and six chose secondary schools. The 10 researchers designed the research and collected the data as described in the class assignment with interviews, self-anchoring scale, and a rank-order activity. The interviews followed a protocol of two sets of six open-ended questions; each participant's answers were audio taped during each session and the tapes were later transcribed and coded for themes. The study identified seven overarching themes: (1) positive support, personal regard--caring, (2) trust and respect--freedom, does not micromanage, (3) high work ethic, (4) leadership--provides direction, (5) integrity, (6) open mindedness, and (7) accessible and approachable. These themes emerged as attitudes and behaviors perceived by teachers as contributing to their teaching and learning. The study showed that good character promotes great leadership and administrators must constantly provide and support a positive environment to promote teaching and learning. In addition, the results indicate that teachers' performance in the classrooms is closely related to the administrators' support, trust, respect, high work ethic, and leadership. Generally, the participating teachers made more positive comments about administrators than negative and over 90% of the teachers viewed administrators positively; it is fair to say that administrators, in general, do promote learning. The following are appended: (1) Rank Order Activity; and (2) Self-Anchoring Scale. (Contains 2 tables and 1 figure.)
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A