The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching-Reference-Cited by-同舟云学术

The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching

Published:1994-09 Issue:5 Volume:15 Page:297-310
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

LITTRELL PEGGY C.¹,BILLINGSLEY BONNIE S.²,CROSS LAWRENCE H.³

Affiliation:

1. PEGGY C. LITTRELL EdD is a supervisor of special education in Warren County Schools, Virginia. She received her EdD in administration and supervision from Virginia Tech and her MS in special education and learning disabilities from Radford. Current research efforts focus on teacher support.

2. BONNIE S. BILLINGSLEY is a associate professor in curriculum and instruction at Virginia Tech. She teaches courses in special education and learning disabilities. Her research interests include teacher development and support as well as factors related to attrition and retention.

3. LAWRENCE H. CROSS is a associate professor in administrative and educational services at Virginia Tech. His primary research and teaching interests are measurement and research design. He has also been involved in numerous special education research efforts. Address: Peggy C. Littrell, 2126 Catlett Dr., Salem, VA 24153.

Abstract

THE PRIMARY PURPOSE OF THIS STUDY WAS TO IDENTIFY SPECIAL AND GENERAL TEACHERS' PERCEPTIONS OF PRINCIPAL SUPPORT. TEACHERS INDICATED THE EXTENT TO WHICH THEY RECEIVED VARIOUS TYPES OF SUPPORT AS WELL AS THE IMPORTANCE OF EACH TYPE OF SUPPORT. WE ALSO INVESTIGATED THE EFFECTS OF PERCEIVED PRINCIPAL SUPPORT ON TEACHER STRESS AND PERSONAL HEALTH, JOB SATISFACTION, SCHOOL COMMITMENT, AND INTENT TO STAY IN TEACHING. QUESTIONNAIRES INCLUDING MEASURES OF SUPPORT, STRESS, JOB SATISFACTION, SCHOOL COMMITMENT, PERSONAL HEALTH, AND INTENT TO STAY WERE RECEIVED FROM 385 SPECIAL AND 313 GENERAL EDUCATION TEACHERS IN VIRGINIA. GENERALLY, RATINGS OF SUPPORT WERE SIMILAR FOR GENERAL AND SPECIAL EDUCATORS. CROSS-VALIDATED REGRESSION RESULTS INDICATE THAT WORK-RELATED VARIABLES ARE BETTER PREDICTORS OF EXTENT OF SUPPORT THAN ARE DEMOGRAPHIC VARIABLES. FURTHER, SPECIFIC TYPES OF SUPPORT ARE SIGNIFICANT PREDICTORS OF JOB SATISFACTION, SCHOOL COMMITMENT, AND PERSONAL HEALTH.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/074193259401500505

Reference56 articles.

1. Teacher Retention and Attrition-in Special and General Education

2. Teachers' Decisions To Transfer From Special To General Education

3. Predictors of Commitment, Job Satisfaction, and Intent to Stay in Teaching: A Comparison of General and Special Educators

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