Development and Preliminary Validation of Administrative Support Using House's Theoretical Framework.
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| Title: | Development and Preliminary Validation of Administrative Support Using House's Theoretical Framework. |
|---|---|
| Authors: | Watson, Jennifer H.1, Drasgow, Erik1, Liu, Jin1, Chezan, Laura C.2 |
| Source: | Journal of Education Human Resources. Jan2026, Vol. 44 Issue 1, p40-63. 24p. |
| Subject Terms: | *Job satisfaction, *School environment, *Teacher attrition, *Educational support, Support services (Management), Social support |
| Abstract: | Researchers have demonstrated that administrative support represents a mitigating factor for teacher attrition and correlates with job satisfaction. The authors' purpose in this study was to develop and validate the Dimensions of Administrative Support Inventory (DASI) scale to measure the support provided to teachers in school. They employed House's theoretical framework to assess teachers' support received from administrators across four domains: emotional support, appraisal support, instrumental support, and informational support. A total of 1,101 special and general education teachers in a southeastern state completed the scale. The authors used exploratory and confirmatory factor analyses to investigate the factor structure of the scale. They also tested measurement invariance through configural, metric, and scalar invariance tests to examine whether differences in construct measurement exist across special and general education teachers. Results indicated that a correlated two-factor model consisting of the Value and Logistics factors was the optimal solution. The latent mean difference testing showed that the two factors were similar across the two groups of teachers. The 26-item DASI scale provides administrators with a valid and reliable measure to quantify the support received by teachers and proactively implement changes to foster a supportive school environment, increase teachers' job satisfaction, and reduce attrition. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191107267 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Development and Preliminary Validation of Administrative Support Using House's Theoretical Framework. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Watson%2C+Jennifer+H%2E%22">Watson, Jennifer H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Drasgow%2C+Erik%22">Drasgow, Erik</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Liu%2C+Jin%22">Liu, Jin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chezan%2C+Laura+C%2E%22">Chezan, Laura C.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+Human+Resources%22">Journal of Education Human Resources</searchLink>. Jan2026, Vol. 44 Issue 1, p40-63. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Job+satisfaction%22">Job satisfaction</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attrition%22">Teacher attrition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Support+services+%28Management%29%22">Support services (Management)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Researchers have demonstrated that administrative support represents a mitigating factor for teacher attrition and correlates with job satisfaction. The authors' purpose in this study was to develop and validate the Dimensions of Administrative Support Inventory (DASI) scale to measure the support provided to teachers in school. They employed House's theoretical framework to assess teachers' support received from administrators across four domains: emotional support, appraisal support, instrumental support, and informational support. A total of 1,101 special and general education teachers in a southeastern state completed the scale. The authors used exploratory and confirmatory factor analyses to investigate the factor structure of the scale. They also tested measurement invariance through configural, metric, and scalar invariance tests to examine whether differences in construct measurement exist across special and general education teachers. Results indicated that a correlated two-factor model consisting of the Value and Logistics factors was the optimal solution. The latent mean difference testing showed that the two factors were similar across the two groups of teachers. The 26-item DASI scale provides administrators with a valid and reliable measure to quantify the support received by teachers and proactively implement changes to foster a supportive school environment, increase teachers' job satisfaction, and reduce attrition. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191107267 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/jehr-2023-0004 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 40 Subjects: – SubjectFull: Job satisfaction Type: general – SubjectFull: School environment Type: general – SubjectFull: Teacher attrition Type: general – SubjectFull: Educational support Type: general – SubjectFull: Support services (Management) Type: general – SubjectFull: Social support Type: general Titles: – TitleFull: Development and Preliminary Validation of Administrative Support Using House's Theoretical Framework. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Watson, Jennifer H. – PersonEntity: Name: NameFull: Drasgow, Erik – PersonEntity: Name: NameFull: Liu, Jin – PersonEntity: Name: NameFull: Chezan, Laura C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2562783X Numbering: – Type: volume Value: 44 – Type: issue Value: 1 Titles: – TitleFull: Journal of Education Human Resources Type: main |
| ResultId | 1 |
