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ERIC Number: ED566447
Record Type: Non-Journal
Publication Date: 2015
Pages: 100
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-4375-1
The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools
Robinson, Lakishia N.
ProQuest LLC, Ed.D. Dissertation, Union University
Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic achievement, teacher support, and student-teacher relationships. However, research is limited on what teachers perceive as most relevant and how those factors relate to student academic success. In this "ex post facto" study, the researcher examined the effects of teacher perceptions of administrative support, school climate, and student academic achievement in a public, urban school district in West Tennessee (n = 171 schools). The statistical analyses used in this study revealed how teachers in an urban school district perceive the school, its leaders, parents, and the community and its relationship to academic success. A linear regression analysis, a multiple regression analysis, and a t-test were performed on the data. Findings showed teachers' perceptions of school leaders and teachers' perceptions of the school climate were strongly related, teachers' perceptions of school leaders does predict teachers' perceptions of the school, teachers' perceptions of school climate do predict the academic success of the school, and teachers perceive their schools as improving over time. The findings of this study support past studies in teacher turnover and add to the body of knowledge of teacher turnover by giving specific, detailed information on factors that previous researchers have found affect teachers' decisions to leave schools. School districts may use the findings of this study to devise programs to retain teachers and slow teacher attrition rates. Further implications of the results are discussed, along with recommendations for future research in this area. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee