Dissertation/Thesis Abstract

The relationship between perceived organizational support and teachers' sense of efficacy in regular and alternative schools
by Knight, Jonathan K., Ed.D., University of Arkansas at Little Rock, 2013, 119; 3587620
Abstract (Summary)

The investigator in the study compared traditional middle and high school teachers to alterative teachers regarding the perceived organizational support, self-efficacy, and retention. The purpose of the study was to determine if there was a difference in the level of self-efficacy between alternative school teachers and traditional school teachers. The researcher also examined the relationships between Perceived Organization Support and teacher self-efficacy between alternative school teachers and traditional school teachers. It was also examined whether alternative teachers perceived their own self-efficacy the same as traditional teachers.

The research design was a quantitative approach, using one survey for traditional and alternative teachers, in a causal-comparative design. The traditional middle and high school group served as a comparison group for the alternative school group. The survey used Likert-type scale scoring to gather quantitative data from traditional and alternative school teachers.

The conclusions for research questions one and three came calculating a mean scale score from taking the mean from each of the surveys item's score. The scale score (dependent variable) was then entered into a one-factor analysis of variance (ANOVA) to examine potential mean differences between teachers working at alternative and traditional schools (independent variable). The conclusion for research question two came from three separate simultaneous multiple regression approaches examining potential mean differences on the impact of teacher characteristics on self-efficacy comparing between the traditional and alternative teacher groups.

The researcher found that there were significant differences in teacher retention between traditional and alternative school teachers. Conclusions for this study suggest that teacher retention in alternative education warrants further comprehensive study.

Indexing (document details)
Advisor: Sewall, Angela M.
Commitee: Hughes, Gail, Layton, Kent, Prince, Bennie
School: University of Arkansas at Little Rock
Department: Educational Leadership
School Location: United States -- Arkansas
Source: DAI-A 74/11(E), Dissertation Abstracts International
Subjects: Educational leadership, Education Policy
Keywords: Alternative education, Alternative school, Perceived organizational support, Self-efficacy, Teacher retention
Publication Number: 3587620
ISBN: 9781303249594
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