- ข้อความ
- ประวัติศาสตร์
The purpose of this qualitative stu
The purpose of this qualitative study was to understand and "make sense" of how beginning teachers experience and define lack of principal/administrative support during their beginning years of teaching. Utilizing grounded theory as a conceptual framework, I sought to deconstruct the stories and lived experiences of nine beginning teachers across eight school districts in North Carolina and to generate substantive theory regarding the phenomena associated with principal support. Educational research around this topic has largely reported numbers and corresponding percentages related to novice teacher attrition, but little qualitative work with teachers themselves has been undertaken to deconstruct and fully understand what they classify as principal support or the lack thereof during initial employment years.
Various data, reports and resulting trends, as documented by the National Commission on Teaching and America's Future (NCTAF), continue to confirm that many beginning teachers either transfer to other schools/districts to find supportive environments, or they leave the profession entirely as a result of perceiving that adequate administrative support was not provided.
This study used multiple interviews and focus group sessions to capture the lived experiences of six participants who have remained in teaching but who transferred to settings where they reported having received support; it also includes stories and experiences from three teachers who left after one, two, or three years of experience for the reported reason of "lack of principal/administrative support."
This work found that matters related to presence, communication, trust, and integrity are at the heart of principal support and that novice teachers make assessments about principal support with regard to specific leadership traits and characteristics that principals embody and display within these four categories. Both the quantity and quality of interactions, experienced over time between novice teachers and their principals, form the very basis upon which beginning teachers determine and report whether or not they have experienced principal/administrative support. Similarly, these teachers' reasons for remaining in their schools, leaving their work settings, or resigning from the teaching profession emanate directly from their experiences related to principal support as defined herein.
While the findings from this study cannot be generalized across larger populations of beginning teachers, they do suggest that much more qualitative work needs to be undertaken with novice teachers. Doing so would allow the profession to understand even more about the importance of principals' presence, manner and frequency of communication, trust-building, and matters related to both fostering and maintaining integrity.
Various data, reports and resulting trends, as documented by the National Commission on Teaching and America's Future (NCTAF), continue to confirm that many beginning teachers either transfer to other schools/districts to find supportive environments, or they leave the profession entirely as a result of perceiving that adequate administrative support was not provided.
This study used multiple interviews and focus group sessions to capture the lived experiences of six participants who have remained in teaching but who transferred to settings where they reported having received support; it also includes stories and experiences from three teachers who left after one, two, or three years of experience for the reported reason of "lack of principal/administrative support."
This work found that matters related to presence, communication, trust, and integrity are at the heart of principal support and that novice teachers make assessments about principal support with regard to specific leadership traits and characteristics that principals embody and display within these four categories. Both the quantity and quality of interactions, experienced over time between novice teachers and their principals, form the very basis upon which beginning teachers determine and report whether or not they have experienced principal/administrative support. Similarly, these teachers' reasons for remaining in their schools, leaving their work settings, or resigning from the teaching profession emanate directly from their experiences related to principal support as defined herein.
While the findings from this study cannot be generalized across larger populations of beginning teachers, they do suggest that much more qualitative work needs to be undertaken with novice teachers. Doing so would allow the profession to understand even more about the importance of principals' presence, manner and frequency of communication, trust-building, and matters related to both fostering and maintaining integrity.
0/5000
วัตถุประสงค์ของการศึกษาเชิงคุณภาพนี้มี "เหมาะสม" และเข้าใจว่าครูเริ่มต้นประสบการณ์ และกำหนดขาดหลัก/สนับสนุนระหว่างปีจุดเริ่มต้นของพวกเขาสอน ใช้สูตรทฤษฎีที่เป็นกรอบแนวคิด ฉันการ deconstruct เรื่อง และอาศัยประสบการณ์ของครูต้นเก้าข้ามอำเภอระดับ 8 โรงเรียนในนอร์ทแคโรไลนา และสร้างทฤษฎีแน่นเกี่ยวกับปรากฏการณ์เกี่ยวข้องกับหลักการสนับสนุน ศึกษาสถานหัวข้อนี้ส่วนใหญ่ได้รายงานจำนวนและเปอร์เซ็นต์สอดคล้องกับสามเณรครู attrition แต่ได้ถูกดำเนินงานเชิงคุณภาพน้อยกับครูเอง การ deconstruct เข้าใจอะไรจะจัดประเภทเป็นหลักสนับสนุนหรือการขาดดังกล่าวในระหว่างการจ้างงานที่เริ่มต้นปีข้อมูลต่าง ๆ รายงาน และแนว โน้มการเกิดขึ้น ที่จัด โดยคณะกรรมการแห่งชาติของอเมริกาในอนาคต (NCTAF), และสอนยังคงยืนยันว่า หลายต้นครูจะโอนย้ายไปโรงเรียน/เขตอื่น ๆ หาสนับสนุนสภาพแวดล้อม หรือพวกเขาออกจากอาชีพทั้งจาก perceiving ที่สนับสนุนเพียงพอไม่มีThis study used multiple interviews and focus group sessions to capture the lived experiences of six participants who have remained in teaching but who transferred to settings where they reported having received support; it also includes stories and experiences from three teachers who left after one, two, or three years of experience for the reported reason of "lack of principal/administrative support."This work found that matters related to presence, communication, trust, and integrity are at the heart of principal support and that novice teachers make assessments about principal support with regard to specific leadership traits and characteristics that principals embody and display within these four categories. Both the quantity and quality of interactions, experienced over time between novice teachers and their principals, form the very basis upon which beginning teachers determine and report whether or not they have experienced principal/administrative support. Similarly, these teachers' reasons for remaining in their schools, leaving their work settings, or resigning from the teaching profession emanate directly from their experiences related to principal support as defined herein.While the findings from this study cannot be generalized across larger populations of beginning teachers, they do suggest that much more qualitative work needs to be undertaken with novice teachers. Doing so would allow the profession to understand even more about the importance of principals' presence, manner and frequency of communication, trust-building, and matters related to both fostering and maintaining integrity.
การแปล กรุณารอสักครู่..
The purpose of this qualitative study was to understand and "make sense" of how beginning teachers experience and define lack of principal/administrative support during their beginning years of teaching. Utilizing grounded theory as a conceptual framework, I sought to deconstruct the stories and lived experiences of nine beginning teachers across eight school districts in North Carolina and to generate substantive theory regarding the phenomena associated with principal support. Educational research around this topic has largely reported numbers and corresponding percentages related to novice teacher attrition, but little qualitative work with teachers themselves has been undertaken to deconstruct and fully understand what they classify as principal support or the lack thereof during initial employment years.
Various data, reports and resulting trends, as documented by the National Commission on Teaching and America's Future (NCTAF), continue to confirm that many beginning teachers either transfer to other schools/districts to find supportive environments, or they leave the profession entirely as a result of perceiving that adequate administrative support was not provided.
This study used multiple interviews and focus group sessions to capture the lived experiences of six participants who have remained in teaching but who transferred to settings where they reported having received support; it also includes stories and experiences from three teachers who left after one, two, or three years of experience for the reported reason of "lack of principal/administrative support."
This work found that matters related to presence, communication, trust, and integrity are at the heart of principal support and that novice teachers make assessments about principal support with regard to specific leadership traits and characteristics that principals embody and display within these four categories. Both the quantity and quality of interactions, experienced over time between novice teachers and their principals, form the very basis upon which beginning teachers determine and report whether or not they have experienced principal/administrative support. Similarly, these teachers' reasons for remaining in their schools, leaving their work settings, or resigning from the teaching profession emanate directly from their experiences related to principal support as defined herein.
While the findings from this study cannot be generalized across larger populations of beginning teachers, they do suggest that much more qualitative work needs to be undertaken with novice teachers. Doing so would allow the profession to understand even more about the importance of principals' presence, manner and frequency of communication, trust-building, and matters related to both fostering and maintaining integrity.
Various data, reports and resulting trends, as documented by the National Commission on Teaching and America's Future (NCTAF), continue to confirm that many beginning teachers either transfer to other schools/districts to find supportive environments, or they leave the profession entirely as a result of perceiving that adequate administrative support was not provided.
This study used multiple interviews and focus group sessions to capture the lived experiences of six participants who have remained in teaching but who transferred to settings where they reported having received support; it also includes stories and experiences from three teachers who left after one, two, or three years of experience for the reported reason of "lack of principal/administrative support."
This work found that matters related to presence, communication, trust, and integrity are at the heart of principal support and that novice teachers make assessments about principal support with regard to specific leadership traits and characteristics that principals embody and display within these four categories. Both the quantity and quality of interactions, experienced over time between novice teachers and their principals, form the very basis upon which beginning teachers determine and report whether or not they have experienced principal/administrative support. Similarly, these teachers' reasons for remaining in their schools, leaving their work settings, or resigning from the teaching profession emanate directly from their experiences related to principal support as defined herein.
While the findings from this study cannot be generalized across larger populations of beginning teachers, they do suggest that much more qualitative work needs to be undertaken with novice teachers. Doing so would allow the profession to understand even more about the importance of principals' presence, manner and frequency of communication, trust-building, and matters related to both fostering and maintaining integrity.
การแปล กรุณารอสักครู่..
The purpose of this qualitative study was to understand and "make sense" of how beginning teachers experience and define lack of principal/administrative support during their beginning years of teaching. Utilizing grounded theory as a conceptual framework, I sought to deconstruct the stories and lived experiences of nine beginning teachers across eight school districts in North Carolina and to generate substantive theory regarding the phenomena associated with principal support. Educational research around this topic has largely reported numbers and corresponding percentages related to novice teacher attrition, but little qualitative work with teachers themselves has been undertaken to deconstruct and fully understand what they classify as principal support or the lack thereof during initial employment years.
Various data, reports and resulting trends, as documented by the National Commission on Teaching and America's Future (NCTAF),ยังคงยืนยันว่าครูทั้งหลายเริ่มย้ายไปโรงเรียนอื่น ๆ / เขตเพื่อหาสภาพแวดล้อมที่สนับสนุนหรือพวกเขาออกจากอาชีพทั้งหมดเป็นผลมาจากการรับรู้ที่เพียงพอสนับสนุนการบริหารไม่ให้
Various data, reports and resulting trends, as documented by the National Commission on Teaching and America's Future (NCTAF),ยังคงยืนยันว่าครูทั้งหลายเริ่มย้ายไปโรงเรียนอื่น ๆ / เขตเพื่อหาสภาพแวดล้อมที่สนับสนุนหรือพวกเขาออกจากอาชีพทั้งหมดเป็นผลมาจากการรับรู้ที่เพียงพอสนับสนุนการบริหารไม่ให้
การแปล กรุณารอสักครู่..
ภาษาอื่น ๆ
การสนับสนุนเครื่องมือแปลภาษา: กรีก, กันนาดา, กาลิเชียน, คลิงออน, คอร์สิกา, คาซัค, คาตาลัน, คินยารวันดา, คีร์กิซ, คุชราต, จอร์เจีย, จีน, จีนดั้งเดิม, ชวา, ชิเชวา, ซามัว, ซีบัวโน, ซุนดา, ซูลู, ญี่ปุ่น, ดัตช์, ตรวจหาภาษา, ตุรกี, ทมิฬ, ทาจิก, ทาทาร์, นอร์เวย์, บอสเนีย, บัลแกเรีย, บาสก์, ปัญจาป, ฝรั่งเศส, พาชตู, ฟริเชียน, ฟินแลนด์, ฟิลิปปินส์, ภาษาอินโดนีเซี, มองโกเลีย, มัลทีส, มาซีโดเนีย, มาราฐี, มาลากาซี, มาลายาลัม, มาเลย์, ม้ง, ยิดดิช, ยูเครน, รัสเซีย, ละติน, ลักเซมเบิร์ก, ลัตเวีย, ลาว, ลิทัวเนีย, สวาฮิลี, สวีเดน, สิงหล, สินธี, สเปน, สโลวัก, สโลวีเนีย, อังกฤษ, อัมฮาริก, อาร์เซอร์ไบจัน, อาร์เมเนีย, อาหรับ, อิกโบ, อิตาลี, อุยกูร์, อุสเบกิสถาน, อูรดู, ฮังการี, ฮัวซา, ฮาวาย, ฮินดี, ฮีบรู, เกลิกสกอต, เกาหลี, เขมร, เคิร์ด, เช็ก, เซอร์เบียน, เซโซโท, เดนมาร์ก, เตลูกู, เติร์กเมน, เนปาล, เบงกอล, เบลารุส, เปอร์เซีย, เมารี, เมียนมา (พม่า), เยอรมัน, เวลส์, เวียดนาม, เอสเปอแรนโต, เอสโทเนีย, เฮติครีโอล, แอฟริกา, แอลเบเนีย, โคซา, โครเอเชีย, โชนา, โซมาลี, โปรตุเกส, โปแลนด์, โยรูบา, โรมาเนีย, โอเดีย (โอริยา), ไทย, ไอซ์แลนด์, ไอร์แลนด์, การแปลภาษา.
- Have we addressed this inquiry
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