Administrative support and its mediating effect on US public school teachers

Tickle, Benjamin R.; Chang, Mido; Kim, Sunha

doi:10.1016/j.tate.2010.09.002

Cited by 80 publications

(82 citation statements)

References 19 publications

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“…This result overlaps with the findinds of Tickle et al (2011) pointing out that perceptions of teachers' supervisor support greatly influence their job satisfaction and intention to stay in the educational environment. The findings of Brackett et al (2010) revealing that there are positive relationships between secondary school teacher's perception of supervisor support and their job satisfaction, positive emotions, personal accomplishments and social appeals also supports this results.…”

Section: Discussionsupporting

confidence: 53%

“…In the literature, teachers 'perception of supervisor support seems to be related to teachers' job performance. Tickle et al (2011) points out that perceptions of teachers' supervisor support greatly influence their job satisfaction and intention to stay in the educational environment and that it mediates student behaviours and educational experiences. Brackett et al (2010) also states that there is positive relationships between secondary school teacher's perception of supervisor support and their job satisfaction, positive emotions, personal accomplishments and social affiliation and negative relationships between negative feelings and depersonalization (burnout).…”

Section: Introductionmentioning

confidence: 99%

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The mediating role of job satisfaction on the relationship between teachers perceptions of supervisor support and job performances

Uzun¹,

Özdem²

2017

Int. J. Educ. Admin. Pol. Stud.

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The main purpose of this study is to examine the relationship between teachers' perceptions of supervisor support and job performances and the mediating role of job satisfaction in this relationship. The study group consists of 206 teachers working in the public high schools in the Giresun province centre during the 2016-2017 academic year. The study group has been determined by simple randomized sampling method. In the study, the effect of teachers' supervisor support perceptions on job performance and the mediating role of job satisfaction have been tested by forming a structural equation model. According to the results, there is a positive linear relationship between supervisor support, job performance and job satisfaction and job satisfaction has a full mediating role between supervisor support and job performance.

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Section: Discussionsupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

The mediating role of job satisfaction on the relationship between teachers perceptions of supervisor support and job performances

Uzun¹,

Özdem²

2017

Int. J. Educ. Admin. Pol. Stud.

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“…How well a school is managed is a key aspect of working conditions that predicts a teacher's likelihood of turning over. In fact, the performance of the principal may be the greatest single predictor of whether a teacher chooses to remain in a school (Boyd et al ; Brown and Wynn ; Grissom ; Johnson and Birkeland ; Ladd ; Stockard and Lehman ; Tickle, Chang, and Kim ), and effective leadership or management is especially important for alleviating mobility (rather than attrition) (Kukla‐Acevdeo ; Johnson and Birkeland ). Effective leaders are especially adept at retaining higher‐performing teachers (Branch, Hanushek, and Rivkin ).…”

Section: Insights From the Empirical Examination Of Teacher Turnovermentioning

confidence: 99%

“…Effective leaders are especially adept at retaining higher‐performing teachers (Branch, Hanushek, and Rivkin ). Effective principal leadership can include shared vision, trust, and quality of decision making, among other dimensions, but provision of support to teachers appears to be a particularly salient component (Borman and Dowling ; Ingersoll ; Johnson, Kraft, and Papay ; Kukla‐Acevedo ; Tickle, Chang, and Kim ). Leadership is particularly influential in schools with large numbers of disadvantaged students; not only does leadership quality account for a large fraction of the correlation between student demographic characteristics and teacher turnover, but the effect of leadership on turnover is even larger in schools with large numbers of disadvantaged students (Grissom ; Ladd ).…”

Section: Insights From the Empirical Examination Of Teacher Turnovermentioning

confidence: 99%

Understanding Employee Turnover in the Public Sector: Insights from Research on Teacher Mobility

Grissom

Viano

Selin

2015

Public Administration Review

108

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Employee turnover is a key area for public administration research, but one about which there is much still to be learned. Insights from an extensive body of research on employee turnover in a specifi c area of the public sector-public education-contributes to the understanding of employee mobility in public organizations more generally. Th e authors present a conceptual framework for understanding employee turnover that is grounded in economic theories of labor supply and demand, which have formed the foundation of many studies of teacher turnover. Th e main fi ndings of this body of work are documented, noting connections to the literature on public employee turnover, lessons that can be learned, and potential new areas for empirical inquiry for scholars of turnover in the public sector. Practitioner Points• An extensive research base on turnover among public school teachers can be useful for policy makers, practitioners, and researchers interested in the factors that lead some public employees to remain in their positions or organizations while others leave. • Public employee turnover has both labor supply and labor demand dimensions, meaning that fully understanding turnover requires consideration of both the factors that aff ect employees' work decisions, such as compensation and working conditions, and the factors that aff ect organizations' staffi ng decisions, such as budget reductions and connections between performance appraisal and job dismissal. • Aside from considering supply and demand, research on teacher turnover suggests a number of other insights for investigating public employee turnover more generally, including the importance of diff erentiating mobility and attrition, of gathering data on actual turnover and not just turnover intention, and of considering a wide variety of employee and organizational factors.O ver the past few decades, researchers have built a robust literature on turnover and mobility among public school teachers. Th is research base is large enough, in fact, to have sparked both synthetic review articles and meta-analyses summarizing its fi ndings (e.g., Borman and Dowling 2008; Guarino, Santibañez, and Daley 2006). A notable feature of the development of this literature is that, despite the fact that public school teachers are the most numerous public employees, it has occurred quite apart from the growth of the public administration literature on turnover among public employees more generally. Authored primarily by researchers in the fi elds of education and economics and published in journals aimed at those audiences, teacher turnover studies rarely seem to inform (or to be informed by) research into public sector turnover. Th e failure of these two bodies of work to speak to one another is unfortunate given similarities between schools and other public organizations, between teachers and other public professionals (Lipsky 1980), and even between annual rates of employee turnover in the two areas, which recent estimates place at 13 percent to 14 percent for federal emp...

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“…According to Tickle, Chang, and Kim (2011) a most significant predictor of ECTs' intention to stay in the profession and of their satisfaction in their new work environment was the support of the school executive, that is, the principals and senior leaders of the school. Similarly, Bickmore and Bickmore (2010), along with Fantilli and McDougall (2009), confirm the importance of the principal and school administrators in fostering growth and workplace satisfaction among ECTs.…”

Section: Executive Supportmentioning

confidence: 99%

How do early career teachers value different types of support? A scale-adjusted latent class choice model

Burke

Aubusson

Schuck

et al. 2015

Teaching and Teacher Education

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Administrative support and its mediating effect on US public school teachers

Cited by 80 publications

References 19 publications

The mediating role of job satisfaction on the relationship between teachers perceptions of supervisor support and job performances

The mediating role of job satisfaction on the relationship between teachers perceptions of supervisor support and job performances

Understanding Employee Turnover in the Public Sector: Insights from Research on Teacher Mobility

How do early career teachers value different types of support? A scale-adjusted latent class choice model

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