The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.

Statement of the Problem. The object of this study is to test the theory of determinants of job satisfaction as proposed by Herzberg, Mausner and Snyderman in The Motivation to Work (1959) by applying Herzberg's (1959) technique to female library employees. The theory states that the factors causing job satisfaction ("satisfiers") are qualitatively different from the factors causing job dissatisfaction ("dissatisfiers"). Satisfiers or motivators are mostly the factors of "achievement", "recognition", "responsibility", "growth", "advancement" and "the work itself". The presence of these factors acts primarily as a satisfier. On the other hand dissatisfiers are mainly made up of such matters as "pay", “supplementalbenefits", "company (library) policy and administration", "behavior of supervision", "working conditions" and other factors which are peripheral to the task itself. The major criticisms of Herzberg's study (Brayfield, I960) (Ewen, 1964) are that the area has not been widely researched and that unwarranted generalizations are made from the findings which only include (1) a few job classifications and (2) practically no study of females (Herzberg et al., 1959; Myers, 1964). A third important criticism may be made which is that no one, at the time this study was made, had generated categories of satisfaction and dissatisfaction using Herzberg's technique, without referring to Herzberg's categories thus testing their validity. This study will deal with these criticisms by testing the applicability of Herzberg's technique to female librarians, library assistants, and clerks and by doing so will: 1. generate categories of satisfaction and dissatisfaction, without reference to Herzberg's categories, and thereby test the validity of Herzberg's categories, 2. test the applicability of the Herzberg technique on female subjects, and 3. test the applicability of Herzberg's technique to the job classifications of librarians, library assistants and library clerks. The Method. Seventy-seven subjects who were employees of the University of British Columbia Library were interviewed individually; 27 Librarians, 19 Library Assistants and 31 Clerks. The Herzberg (1959) patterned interview was used to elicit from the subjects sequences of events which were satisfying and dissatisfying. Categories of first-level and second-level "satisfiers" and "dissatisfiers" were generated and compared with Herzberg's (1959) categories of first-level and second-level "satisfiers" and "dissatisfiers". The frequency of responses in the first and second-level satisfying and dissatisfying categories in this study were compared with the frequency of responses in the first and second-level satisfying and dissatisfying categories in Herzberg's (1959) study. A comparison of the duration of feelings for first-level sequences between Herzberg's (1959) data and the data in this study was made. Conclusions. This study generally validates the first and second-level categories generated by Herzberg (1959). Virtually all Herzberg's (1959) categories were generated from the female library subjects plus some extra second-level categories which Herzberg did not find. The concept of unilateral satisfiers and dissatisfiers was generally supported but the unilateral satisfiers and dissatisfiers were not consistent for all job classifications. There were no consistently unilateral satisfiers for all the job classifications and only two consistently unilateral dissatisfying categories for the female library subjects: "company (library) policy and administration" and "working conditions". Herzberg's (1959) first-level satisfiers of long duration were first-level satisfiers of short duration for the female library subjects. The "work itself" was the only predominantly long duration first-level dissatisfier in Herzberg's (1959) study which was also a long duration first-level dissatisfier for the female library subjects. / Arts, Faculty of / Psychology, Department of / Graduate

The study sample was composed of 110 teaching faculty at Vernon College, a multi-campus northwest Texas community college in Wichita Falls, TX. Participants completed two surveys: the Socio-communicative Orientation Scale (SCO) and the Teacher Satisfaction Scale (SAT). Demographic information was collected as well for generalizability purposes. As measured by the SCO, communicator style is a multi-dimensional concept including aspects of assertiveness and responsiveness communication behaviors; the assertiveness and responsiveness dimensions acted as independent variables. Instructor job satisfaction acted as the independent variable. The strength of the independent variables was measured separately in ratio to job satisfaction. Regression analysis results demonstrated that the assertiveness dimension of instructor communicator style is not a statistically significant contributor to instructor satisfaction. However, the responsiveness dimension can explain 12% of the variance in instructor job satisfaction. Beta weight and structure coefficient analysis confirmed the initial regression results for both independent variables. Further, commonality analysis clarified that the two independent variables within the study are in fact orthogonal in nature, meaning that they do not overlap and are not correlated. Hence, the responsiveness dimension of instructor communicator style is directly related to relationship building in an educational context and may be considered in professional development activities. With respect to sampling methods and use of the SAT instrument, recommendations for future research are included as well.

The purpose of this study was to assess job satisfaction of middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ). The primary question addressed by the study was: What is the general satisfaction level of middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire? In addition to the primary question, three sub-questions were addressed by the study. They were: a) What is the general satisfaction level according to the demographic variables gender, age, degree, experience, school location, and school size? b) what is the satisfaction level for each of the 20 dimensions of the job measured by the MSQ? and c) what is the satisfaction level for the 20 dimensions of the job according to the demographic variables gender, age, degree, experience, school location, and school size? One hundred eighty-eight middle school principals in Virginia selected from the 1997-98 Virginia Educational Directory were surveyed with the Individual Data Sheet and the Minnesota Satisfaction Questionnaire. Demographic data pertaining to gender, age, experience, degree, school location, and school size were collected through use of the Individual Data Sheet. The 1967 Long-Form Minnesota Satisfaction Questionnaire was used to measure job satisfaction. This instrument utilized a 20-dimension Likert-type scale with five response alternatives ranging from "Not Satisfied" (weighted 1) to "Extremely Satisfied" (weighted 5). On this scale, the general satisfaction score for the respondents resulted in a mean of 3.65 (SD= .57) indicating that these principals are "Satisfied" (3.00-3.99) with their jobs. According to the demographic variables, all general satisfaction scores were within the "Satisfied" range. The mean scores for the 20 dimensions ranged from "Slightly Satisfied" (2.00-2.99) to "Very Satisfied" (4.00-4.99). Compensation ranked the lowest in the hierarchy ( M=2.83, SD=.94), and Social Service ranked the highest ( M=4.19, SD= .73). Demographically, females were significantly more satisfied with Activity and Variety than males; younger and older principals were significantly more satisfied with Activity than middle aged principals; principals with educational specialist degrees were significantly more satisfied with Achievement than doctorate and masters principals; principals from suburban schools were significantly more satisfied with Compensation, Supervision, and Working Conditions than urban and rural principals, and principals at large schools were significantly more satisfied with General Satisfaction, Advancement, and Security than principals from small schools. Recommendations for further research included conducting a study of principal satisfaction and student performance; conduct a comparative investigation of elementary, middle and secondary principal satisfaction; investigate principal satisfaction and school size, and study job satisfaction of principals using the interview technique or an open-ended survey instrument. / Ed. D.

Data relevant to five separate areas of a worker's job satisfaction (satisfaction with: work, pay, promotion opportunities, co-workers and supervision) were gathered from a sample of 98 male Coloured salesmen and 95 male White salesmen, employed in different branches of a life assurance company in South Africa. Furthermore, measures were obtained of the subjects' feelings of overall job satisfaction and dissatisfaction, in order to investigate the validity of Herzberg's theory that job satisfaction and job dissatisfaction are qualitatively different and that, as a result, they should be measured separately. Next, measures were obtained of the subjects' feelings of internal versus external control in life. Separate measures were obtained on the two subscales of personal control and control ideology of Gurin's Internal-External Scale (1969). The subjects were asked to indicate in what class (upper, middle or lower) they regarded themselves to be and with what class they compared themselves. Analysis of these data included: (a) the Coloured subjects were more satisfied with their jobs than the White subjects; (b) the workers who compared themselves with a higher comparative reference-group were less satisfied with their jobs than were workers who compared themselves with their membership reference-group, or with a lower comparative reference-group. An explanation of these findings in terms of frames of reference and alternatives available to the workers is offered. (c) The Coloured subjects were less internally-orientated than the Whites and expressed less sense of personal control over their lives; (d) feelings of personal control were more highly correlated with satisfaction with intrinsic than with extrinsic job-aspects. The present study established not only the usefulness of reference-group theory as a social explanation for differences in workers' satisfaction with various job-aspects, but also served to remove cultural limitations of Gurin et aI's theory of internal-external control and to increase its generality. Finally, measures of internal-external control were related to satisfaction with intrinsic and extrinsic job-aspects, and the I-E concept was related to the social reference-group theory.

Employee and customer satisfaction have been widely studied and are important for business outcomes. Their relationship has primarily been researched at the organisational and departmental levels within the consumer type industries where frontline employee interaction with the customer is important. Research into the relationship at the job characteristic level and within a business-to-business context is limited and therefore the purpose of the research is to examine these relationships in a South African firm. Two data collection instruments, based on the literature review, were used to obtain the primary data for this research. A self administered job satisfaction survey was preformed as well as a telephonic customer satisfaction survey was undertaken. 67 employees and 66 customers responded to the survey. Descriptive and comparative statistics with a rank order correlation was used to examining and analyse the data. Although a weak relationship was observed between the percentages of satisfied employees and satisfied customers in the survey, a strong and significant relationship exists between the rank order of the different functions within the firm, when comparing the employees job and customers satisfaction results. The results suggest that the job satisfaction levels of the employees in a business-to-business environment influence to some degree the level of satisfaction experienced by the customer. / Dissertation (MBA)--University of Pretoria, 2008. / Gordon Institute of Business Science (GIBS) / unrestricted

The central purpose of this study was to explore the relationship between job characteristics and job satisfaction, and the impact of organizational climate on that relationship in the public sector. The subjects of the study were all Oregon State Government managers at and above the level of supervisor in all of the state agencies and the judicial branch. This study was conducted with the use of a survey. Six hundred and fifty-six (656) questionnaires were returned for a response rate of 66 percent. The questionnaire consisted of four parts. The first part was drawn from the Organizational Climate Questionnaire; the second part was drawn from the Job Diagnostic Survey; the third part was drawn from the Job Descriptive Index; and the last part concerned managers’ demographic factors. Statistical methods used to analyze the data included Cronbach's alpha coefficient to determine reliability of the instrument and factor analysis to identify the dimensions of organizational climate. Pearson's product-moment correlation, multiple regression, and the subgroup method were used to determine the relationship between job characteristics and job satisfaction, and the moderating effects of organizational climate on that relationship. Chi-square and z scores were used to test the significance of the results. Examination of the data revealed that the relationship between job context factors (such as relationships with co-workers and treatment by supervisors) and job satisfaction was stronger than the relationship between job characteristics (such as job autonomy and task significance) and job satisfaction. The job characteristics-job satisfaction relationship was significantly moderated by organizational climate. This relationship was weak for the group with a favorable climate, but it was notably strong for the group with an unfavorable climate. Also, the relationship was significantly moderated by the effects of the interaction between organizational climate and individual need for personal growth (NPG). Thus, the relationship was particularly strong for the high-NPG managers with an unfavorable climate, but significantly weak for the high-NPG managers with a favorable climate. These findings suggest that the job characteristics-job satisfaction relationship cannot be comprehensively understood without reference to organizational climate, and that job enrichment intervention is appropriate when the high-NPG managers are dissatisfied with their working environment. Finally, to improve the quality of the state managers work life, programs to enhance the relationships among co-workers and between co-workers and supervisors are recommended.

The two research questions of the study were: (1) Is the job satisfaction of school district administrators related to the personal factors of group membership and sex? (2) What are the sources of overall job satisfaction? Do they confirm findings from previous studies in which autonomy, responsibility, the work itself, growth, recognition, feedback, achievement, and interpersonal relationships were found to be major contributors to job satisfaction? Utilizing the Job Diagnostic Survey (JDS) developed by Hackman and Oldham and free response questions, ratings of job satisfaction were obtained to determine if sex and group membership (elementary principal, secondary principal and vice principal, or central office administrator) made a difference in the level of job satisfaction. The findings from the two research questions were: (1) Group membership and sex do not significantly relate to job satisfaction. (2) Approximately 22% of job satisfaction for administrators was attributed to autonomy and feedback from the work itself. Data gathered from the free response questions did reveal some differences in the sources of job satisfaction and dissatisfaction according to group membership. The main sources of satisfaction--regardless of group membership--involved the work itself, achievement, and interpersonal relationships. Recognition was also seen as a source of satisfaction at the central office and secondary level. Student performance and interaction was seen as a primary source of satisfaction at the elementary and secondary level. Autonomy was a main source of satisfaction at both the elementary and central office level. The main sources of dissatisfaction--regardless of group membership--involved amount of work, lack of feedback, constraints, and administrative policies. While interpersonal relationships were seen as sources of satisfaction by 25% of those responding administrators in central office positions, 60% of the responding administrators identified them as sources of dissatisfaction. The findings of this study imply that boards of education and upper-echelon administrators should be aware of the motivational potential in the two factors of autonomy and feedback and in the identified areas of job satisfaction and dissatisfaction. Opportunities which allow for greater administrator autonomy and feedback should be expanded in order to increase job satisfaction.

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