This article reports the results of a qualitative study done on a group of Latina para educators turned teachers along the Texas-México border. The study focuses on the para educators turned teachers’ perceptions regarding administrative support provided their first year of teaching. School administrators’ perceptions of support provided to para educator turned teachers was also measured. Findings indicated a correlation among three factors: 1.) the amount of experience the para educator turned teacher brings to the classroom, 2.) the relationship with the campus principal and 3.) the relationship with campus colleagues. Para educators turned teachers have different needs than those of traditional first year teachers due to their previous experience in classrooms and schools. As a result school administrators must provide support designed to meet their unique needs and not generalize their needs to be the same as other beginning teachers.
Abrego, M. H., Alanis, I., Jr, R. R., & Chuey Abrego, J. (2006). The Principal’s Role in Retaining Para Educator Turned Teacher: Hope for. Journal of Border Educational Research, 5(1), 29–41.
Journal of Border Educational Research