Keeping the Exceptional Teacher: The Effects of Principal Support on Lateral Entry Special Programs' Teacher Retention

Show full item record

Title: Keeping the Exceptional Teacher: The Effects of Principal Support on Lateral Entry Special Programs' Teacher Retention
Author: Battle, Elizabeth M
Advisors: Dr. Lance D. Fusarelli, Committee Chair
Dr. Paul Bitting, Committee Member
Dr. Richard Haley, Committee Member
Dr. Terrance P. O'Brien, Committee Member
Abstract: A qualitative study using narrative analysis on special program teacher turnover with a focus on the needs of the lateral entry teacher. Both traditionally and lateral entry teachers from four pathways: exiters, switch schools, stay at the same school, and switch into regular education, were interviewed for a total of eight interview participants. Their responses were transcribed and coded in Atlas Ti. The researcher used narrative analysis to look for common themes or “stories†among the participants. The common themes included a description of the job itself and stressors, a description of preparation for the job and personal attributes needed for the job, and support desired from the principal.
Date: 2008-10-12
Degree: EdD
Discipline: Educational Administration and Supervision
URI: http://www.lib.ncsu.edu/resolver/1840.16/3969


Files in this item

Files Size Format View
etd.pdf 554.2Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record