NCCRESt

part of the Education Reform Networks

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Teacher Administrator Relationship

• How Can a Teacher Save a Program That Administrators Want To Cut?
  Describes the Multicultural Advancement Program at the author's school. Illustrates how the teachers within the program sing its praises, but it appears that they are always in a defensive position repeatedly compelled to validate themselves.
• Teachers' perceptions of administrative support.
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived administrative distance with a sense of being managed from a distance and a lack of proactive assistance and a perceived dissonance in priorities and values between teachers and central office administrators.
• Teachers' Perceptions of working conditions: Impact of job design on stress, commitment, and intent to leave
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave.
• Teachers' Perceptions of working conditions: Impact of job design on stress, commitment, and intent to leave
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived administrative distance with a sense of being managed from a distance and a lack of proactive assistance and a perceived dissonance in priorities and values between teachers and central office administrators.