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ERIC Number: ED563835
Record Type: Non-Journal
Publication Date: 2013
Pages: 113
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-9761-9
ISSN: N/A
Teachers' Perceptions of Administrative Support in Incentive Grant Schools
Crowder, William J., Jr.
ProQuest LLC, Ed.D. Dissertation, Liberty University
The purpose of this study is to investigate teachers' perceptions of administrative support in incentive grant schools. The primary objective of this study is to determine the effect of participation in an incentive grant on the perceived level of administrative support. The research questions were as follows: 1) Do teachers who are participating in an incentive grant program perceive they have greater support from their supervising administrator than the teachers who are not participating in the incentive grant program within the same secondary schools? 2) Do teachers who have 10 or more years of experience who are participating in an incentive grant program perceive they have greater support from their supervising administrator than teachers who have less than 10 years of experience who are also participating in the incentive grant program within the same secondary schools? 3) Do teachers who have 10 or more years of experience who are participating in an incentive grant program perceive they have greater support from their supervising administrator than teachers who have less than 10 years of experience who are not participating in the incentive grant program within the same secondary schools? The study employed a causal-comparative design, which was measured by using a survey titled "Teachers' Perceptions of Administrative Support," in which 175 teachers were surveyed at secondary schools in a school district in Central Virginia; non-incentive grant teachers being the control group. The study showed that there was not a statistically significant difference in the perceptions of administrative support between incentive and non-incentive grant teachers. Furthermore, there were significant statistical differences in relation to longevity of teachers in the study schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia