ORCID ID
0000-0001-9246-5961
Date Awarded
Summer 2018
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Advisor
Michael F DiPaola
Committee Member
Christopher R Gareis
Committee Member
Leslie W Grant
Abstract
The purpose of this study was to investigate the relationship between principal support and teacher academic optimism. The conceptual framework guiding this study proposed that the existing relationship between the constructs of teacher academic optimism could be related to principal support. Extant data from high school teachers in an urban setting provided quantitative data analysis of the four types of principal support (emotional, instrumental, informational, and appraisal) and whether they can predict the constructs of teacher academic optimism (teacher self-efficacy, teacher trust in parents and students, and teacher academic emphasis) or academic optimism itself. This study identified the relationship between types of principal support and academic optimism in an urban setting that can be applicable to school settings, and based on past studies, impact student achievement.
DOI
http://dx.doi.org/10.25774/w4-vszg-a163
Rights
© The Author
Recommended Citation
Perelli, Todd Edward, "Principal Support and Academic Optimism in Urban High Schools" (2018). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1530192495.
http://dx.doi.org/10.25774/w4-vszg-a163
