Keeping the Exceptional Teacher: The Effects of Principal Support on Lateral Entry Special Programs' Teacher Retention
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Date
2008-10-12
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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.
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Keywords
special program teacher, principal support, lateral entry teachers, teacher retention
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Degree
EdD
Discipline
Educational Administration and Supervision
