Teachers who experience grade level reassignment may be less effective in the classroom and have a higher rate of teacher turnover than teachers who stay in the same grade level. The purpose of this grounded theory study was to investigate how the experience of being reassigned to a new grade level shapes the supports of veteran elementary school teachers. Through interviews and surveys of six veteran teachers, it was found that experience shapes support in a system containing four variables: Support Entities, Amounts of Support, Types of Supports, and Frequency of Supports. These variables were grouped into a new theory titled the Supports System for Change. This study also proposes a new model titled The Supports System Model for Change (SSMC) to visually organize the four variables of the Supports System for Change. This study concludes with suggestions on implementing this new conceptual framework to support change across education.
|Commitee:||Callella, Trisha, Martinez, Corinne|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 82/3(E), Masters Abstracts International|
|Subjects:||Education, Educational leadership, Educational administration, Educational evaluation, Elementary education|
|Keywords:||Elementary School Teachers, Grade Level Reassignment, Teacher Effectiveness, Teacher Placement, Teacher Support|
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