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The Lived Experiences of Elementary Teachers and Their Relationships to Their Principals : = Evaluations and Reviews, Professional Development and Mentorship.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Lived Experiences of Elementary Teachers and Their Relationships to Their Principals :/
Reminder of title:	Evaluations and Reviews, Professional Development and Mentorship.
Author:	Young, Cislyn J.
Description:	1 online resource (132 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798382597522

The Lived Experiences of Elementary Teachers and Their Relationships to Their Principals : = Evaluations and Reviews, Professional Development and Mentorship.
Young, Cislyn J.

The Lived Experiences of Elementary Teachers and Their Relationships to Their Principals :Evaluations and Reviews, Professional Development and Mentorship. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ph.D.)--Keiser University, 2024.

Includes bibliographical references

This phenomenological research study was based on elementary school teachers who felt unsupported by their principals, due to lack of frequent reviews and pertinent evaluations. In previous research studies, researchers stated that many elementary teachers were frustrated, changed schools frequently, retired early, or left the teaching profession permanently, within five years. Another reason elementary teachers felt unsupported by their principals was due to the lack of ongoing professional development, and in some cases, these teachers also did not receive support from their principals in this area. Elementary teachers were not given the opportunity to be mentored or coached by their principals. In this study, the results varied based on the location of the 10 participants teaching in two states: Alaska and Florida. Two participants described excellent relationships with their principals, four participants had good relationships, three had neutral relationships, and one participant's experience was "not good.".

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382597522Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Pertinent evaluationsIndex Terms--Genre/Form:

554714
Electronic books.

The Lived Experiences of Elementary Teachers and Their Relationships to Their Principals : = Evaluations and Reviews, Professional Development and Mentorship.
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502 $a Thesis (Ph.D.)--Keiser University, 2024.
504 $a Includes bibliographical references
520 $a This phenomenological research study was based on elementary school teachers who felt unsupported by their principals, due to lack of frequent reviews and pertinent evaluations. In previous research studies, researchers stated that many elementary teachers were frustrated, changed schools frequently, retired early, or left the teaching profession permanently, within five years. Another reason elementary teachers felt unsupported by their principals was due to the lack of ongoing professional development, and in some cases, these teachers also did not receive support from their principals in this area. Elementary teachers were not given the opportunity to be mentored or coached by their principals. In this study, the results varied based on the location of the 10 participants teaching in two states: Alaska and Florida. Two participants described excellent relationships with their principals, four participants had good relationships, three had neutral relationships, and one participant's experience was "not good.".
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538 $a Mode of access: World Wide Web
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653 $a Principals
653 $a Professional development
653 $a School teachers
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