The purpose of the study was to examine francophone high school teachers' motivation and to test the Job Characteristics Model, a model of factors that affect the satisfaction and motivation of workers, to determine its possible utility as a diagnostic tool in the field of education. / The study is based on a sample of 136 high school teachers from a francophone high school. The data collection instrument used in this study was the Job Diagnostic Survey developed by Hackman and Oldham (1980). / The findings revealed that the Job Characteristics Model and the JDS instrument have some utility in the field of education. Proposed relationships between job characteristics and psychological states, between psychological states and motivation and satisfaction outcomes were found to exist. Psychological states appeared to mediate between job characteristics and outcomes. Among core job characteristics, task significance was the most important motivating factor for teachers followed by autonomy, skill variety, task identity, feedback from the job and feedback from agents. Among the critical psychological states, the most motivating factor is experienced meaningfulness of the work followed by experienced responsibility and, lastly, knowledge of the results. For the outcomes, internal work motivation was the best motivator followed by growth satisfaction and general satisfaction. (Abstract shortened by UMI.)

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School vice-principals never aroused so much the interest of educational researchers. The studies done were mostly of a descriptive nature and only a very small number were in a formal, theoretical context. A tendency is emerging in education and consists of recognizing more and more the importance of the vice-principal's role in the schools, specially from the perspective of educational change. / The purpose of the study was to assess the level of internal motivation for a sample of school vice-principals and examine the vice principals job using the Job Characteristic Theory developed by Hackman and Oldham (1980) as a theoretical base, in an effort to identify specific aspects of the job that might be improved. / The Job Diagnostic Survey was used to obtain data from a sample of 131 vice-principals in francophone public schools across the province of Quebec. One way analysis of variance and t-test were used to identify significant differences within groupings and between levels of independent variables: gender, age, years of experiences in education, as vice principals, types of schools, size of schools and willingness to be promoted. / The sample of school vice-principals reported moderately high levels of internal motivation. Examination of the specific job characteristics showed high levels of skill variety and only low to moderate levels of autonomy and job feedback. Finally job incumbents reported moderate levels of satisfaction with conditions of employment, although there were a number of differences within groupings by independent variables indicating low level of general satisfaction and satisfaction with salary.

This documentary study sought to determine the relevance of the James Bay Cree's cultural values and practices to their policy-making process as school committee members. The Cree's formal school system, for which they have full responsibility, is based on the values and practices of non-native society. / Using the historical method, both primary and secondary sources were searched for relevant information concerning Cree culture and its distinguishing characteristics. Evidence of a distinct egalitarian society, practicing consensus, reciprocity and communal land use was found. Sources also indicated the continuing existence and adaptability of Cree values and practices despite prolonged interaction with non-native society. / This thesis proposes that these cultural values and practices predispose the Cree to be effective school committee members. The study provides data for a possible future ethnographic study of Cree school committee participation. Further research could also focus on the policy-making process required of Cree school board members.

The purpose of this study was to examine the role of the secondary school principal in anglophone Quebec. A sample of eighteen experienced principals were interviewed in-depth about their role expectations, sources of role conflict, and their sense of ambiguity. / Role ambiguity appeared to be non-existent in the principalship. Expectations and conflicts were identified with regard to students, teachers, parents, community members, and principal's superiors. The principalship was clearly more a managerial than leadership role. Principals were responders to a series of problems and issues. They orchestrated responses. Instructional leadership was not a part of their role.

This study surveyed the attitudes of 59 Secondary V students of Greek origin who were studying in the French language. Their school, formerly an English Protestant High School, is located in the Province of Quebec. The school now contains groups of students in separate English-medium and French-medium programmes because language laws require more recent immigrants to be taught in French. The study showed that most of the students in the French programme are more proficient in English than in French, that their attitudes toward the French language are more instrumental or pragmatic than affective or integerative. These factors may be related to the fact that students in the French programme had lower levels of academic achievement.