Administrative Support and its Mediating Effect on US Public School Teachers

This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Benjamin R. Tickle, Mido Chang, Sunha Kim, " Administrative Support and its Mediating Effect on US Public School Teachers", Pages 268-277, Copyright Elsevier (February 2011).

The current study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching.

Data of regular, full-time, public school teachers were collected through the Schools and Staffing Survey teacher questionnaire.

The findings reveal that administrative support was the most significant predictor of teachers’ job satisfaction. Furthermore, administrative support was also significant in predicting teachers' intent to stay.
Teachers' job satisfaction significantly predicted teachers' intent to stay.

It was found that administrative support mediated the effects of other teacher and student variables, such as teaching experience, student behavior, and teachers’ satisfaction with their salary on teachers’ job satisfaction and intent to stay in teaching.