Identifying organizational structures that impact leader-member exchange and instructional support for retention of high-quality teachers
OA Version
Citation
Abstract
This study utilized a qualitative case study approach to examine the complex central phenomenon of teachers' perceptions of Administrative Support and organizational structures. Administrative Support was defined by the combination of Leader-Member Exchange (LMX) and Instructional Support as each component influenced different aspects of Administrative Support and teacher satisfaction. LMX pertains to the dyadic relationship between an employee and their leader and strong LMX is characterized by feelings of mutual trust, respect, and value. Instructional Support relates to a teacher's feelings of motivation, pride, and success within their profession. Data was collected through a survey that included known survey tools, LMX7 and The Consistent Employee Performance Management tool. Follow up semi-structured interviews with 10 veteran, high-quality teachers were conducted to elicit their perceptions of Administrative Support in 24 different school structures. The cross-case analysis identified themes that indicated strong LMX and high levels of Instructional Support were linked to organizational structures that enabled growth mindsets and cultures of trust, respect, and safety. This study revealed teachers’ perceived strength of LMX increased a teacher’s desire to stay within a school and perceived strength of Instructional Support increased feelings of success and job satisfaction. Combined, schools with strong LMX and strong Instructional Support had teachers with the highest satisfaction, positive school culture and growth mindsets. There were four key findings regarding organizational structures that enabled feelings of support for teachers. 1) Mechanisms for frequent, regular, collaborative support existed in schools with high LMX and high Instructional Support. 2) The implicit or explicitly defined purpose of evaluation impacted how teachers felt trust and supported instructionally. 3) The volume and quality of time spent with one’s evaluator impacted feelings of support. 4) Schools where teachers reported higher levels of LMX and feelings of Instructional Support structured clear roles to support the instructional feedback and evaluation process such as Instructional Coaches, with limited span of control and scope of responsibilities. Recommendations for restructuring evaluation processes and roles to enable feelings of administrative support, and therefore job satisfaction for teachers, are discussed.
Description
2025
License
Attribution-NonCommercial-NoDerivatives 4.0 International