Supervisory beliefs and behaviors associated with veteran teacher motivation.

Abstract

This study examined how principals view the supervision of veteran teachers, and identified supervisory beliefs and behaviors that may affect veteran teacher motivation. Two interviews with six elementary principals were conducted. First interviews sought data that describe the broad context of supervision from the principals' perspectives. Second interviews sought data to describe conditions that support or inhibit veteran motivation. Five supervisory belief themes were identified: (a) empowerment, (b) trust and professional treatment, (c) caring climate, (d) recognition, and (e) growth. Belief themes paralleled what principals identified as needs of veteran teachers. Findings suggested little consensus regarding the meaning of teacher motivation, processes that foster motivation, de-motivators, and challenges principals face in the supervision of veteran teachers. Findings suggested consensus regarding the meaning of teacher autonomy. Demographics showed veterans outnumber novices two-to-one among participants' work sites. Implications included (a) greater emphasis in training and staff development for principals regarding age-related issues that affect the supervision of veterans, and (b) conferences designed for consensus-building among principals in order that common information regarding motivation is broadened, and informed, collaborative support can occur. Suggestions for future research included studies comparing veteran teachers' perceived needs to principals' perceptions of veterans' needs to determine whether discrepancies emerge and, if so, where.