This thesis examines the implementation of Just In Time manufacturing through team leaders. Western industry has failed to achieve the performance benefits experienced in Japan with the introduction of Just In Time, a manufacturing system based on the relentless elimination of waste. Criticism is emerging of the experience of employees of Just In Time. It is argued that stress levels are high and motivation is low. However, Just In Time relies on a new, more active, role for employees. A contradiction is apparent between the needs of Just In Time, in terms of the role played by employees, and the reality of their experience of a Just In Time working environment. Resolving this contradiction, while improving industrial performance, is the subject of this research. The research draws on knowledge from a wide range of fields. Work on Just In Time is combined with work on employee motivation, and the management of change. The role of the team leader emerges as a critical factor in the review of the literature. The implementation of Just In Time, through a focus on team leaders, utilising knowledge gained from socio-technical systems is tested in a year long, action research project with Alcan Aluminiurn at their Banbury extrusions factory. Survey evidence is gathered to analyse its impact. The results suggest that companies will benefit from the utilisation of the approach developed; the implementation of Just In Time through team leaders. There is substantial scope for further work to develop this approach to the implementation of Just In Time and to explore its application in other forms of change.

This then was the object of this study, to determine 1) whether there is a pattern of attitude change common to teachers; II) whether early experience brings about different patterns of change among teachers; lll) whether specific life crises and events bring about these changes; lV) whether changes in attitudes occur at different stages in the teacher's career (Introduction, p. 12)

The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.

Background: Over the past decade Local Authority Educational Psychologists in England have been increasingly required to engage in multi-agency work. There has been limited research within the UK context looking at factors which facilitate or are barriers to EP job satisfaction and approbation. This qualitative study elicits Educational Psychologists‟ views of factors that influence approbation, job satisfaction and dissatisfaction when working within this context. Methods: 27 Main grade and senior Educational Psychologists working in the North West of England participated in a combination of focus groups and individual semi-structured interviews using a set of predefined questions. Interviews were audio taped and transcribed before being analysed using inductive, explicit thematic analysis. Results: Five themes of approbation, autonomy, job satisfaction, job dissatisfaction and multi-agency working were identified as relevant to the study. Conclusions: In-depth Educational Psychology interviews allowed examination of the factors related to approbation, job satisfaction and dissatisfaction. This resulted in a number of implications and recommendations for future policy and practice.

Thesis (M.Sc.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1983 (Dental Public Health). / Includes bibliographical references: (leaves 47-48). / The purpose of this project is to present and interpret the statistical analysis of data collected in a Career Satisfaction Survey and Work Values Inventory conducted by the University of Colorado Health Sciences Center, Department of Dental Hygiene.　The data has been explored for factors affecting the career satisfaction of dental hygienists.　Many researchers have been interested in the relationship between career satisfaction, personal　characteristics, and employment practices of dental hygienists because of their impact on the work experience, productivity, quality of services rendered, and career longevity. The results of this study have been compared to other research that has been conducted in this area.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017 / The purpose of this study was to investigate the relationship between motivational factors and job satisfaction. A descriptive research design was used in the study to investigate what motivates teachers to be committed to their jobs. The sample consisted of 521 teachers, ranging from pre-school up to high school. To meet the objectives, a three part questionnaire was designed, collecting data on teacher motivation, teachers’ job satisfaction and demographic variables. The researcher used Statistical Package for the Social Sciences (SPSS) as a statistical analysis tool to describe and present data and provide evidence. Findings of the study revealed that although teachers were motivated, they were not necessarily satisfied. Motivational factors were ranked and it was found that teachers were mostly motivated by being regarded as role models, the desire to achieve goals, students’ success, being competent in the field and good teachers’ relations. At the bottom of the list were the least motivating factors which were: progression and promotion, balance of work and family, administration work and income that did not satisfy their needs. Findings also revealed that teachers were satisfied with their relations with inspectors, disciplined learners who were willing to learn, buildings and equipment. Findings showed that poor teachers’ relations did not affect their job satisfaction. At the bottom of the ranking were: noise, being penalised, poor salary, marking of work for large classes and teaching large classes. This showed that teachers were least satisfied with these aspects. Significant relations were found between demographic variables and motivation, as well as job satisfaction. The results revealed that gender had no statistical significant relationship to teachers’ motivation and job satisfaction. A teaching qualification had no statistical significant relationship to teachers’ motivation, but it was a statistically significant relationship to teachers’ job satisfaction. Age, phases and teaching experience showed statistical significant relationship to teachers’ motivation and job satisfaction though the correlations were low in all the variables. This has shown that gender and teaching qualification have had no effect on motivation and job satisfaction. Age, phases and teaching experience all have had effects on teachers’ motivation and teachers’ job satisfaction. Based on the findings, discussions and the conclusions drawn, School governors should create an environment where teachers work as a team, use disciplinary measures sparingly, ensure there is an adequate level of educational technology, and strive to create a positive school atmosphere with the full participation of its teachers. The government should also ensure that conditions of service of teachers, and other sectors of the economy, are equitable. Teachers’ self-esteem and teachers’ social status could be enhanced by providing teachers with effective training, decent working conditions, and enhanced remuneration, and by sensitising all educational stakeholders aimed at improving, restoring the dignity and status of the teaching profession.

This study examined the sources of job satisfaction and dissatisfaction for classified employees in a large public suburban school district. The population included randomly-selected bus drivers, custodians, school and non-school secretarial employees, instructional assistants, maintenance workers, food service personnel and technical employees. Three research questions were posed: (a) What are the primary sources of job satisfaction and dissatisfaction for classified employees? (b) Is there a significant difference in job satisfaction among the specific categories of classified employees? (c) Are demographic/personal variables of classified employees related to overall job satisfaction? The study incorporated both qualitative and quantitative methodology. Focus groups were convened to identify satisfiers and dissatisfiers, which then served as a basis for questionnaire development.Sixty-four individuals participated in focus group discussions; 490 questionnaires were returned for a response rate of 78%. The self-designed questionnaire contained 100 job variables, including a single direct question of overall satisfaction. The assessment also included twelve demographic/personal variables and two open-ended questions. Data were statistically analyzed using ANOVA, ANCOVA, the Chi square test, multiple regression, and paired comparisons. The primary job satisfiers for all classified employees were: co-workers, students, work itself, work variety, autonomy, and work schedule. Dissatisfiers were: work overload, district policies, and job insecurity. There was a significant difference in job satisfaction among employee groups. There was also a significant difference in job satisfaction for the demographic variables of gender, work setting, and number of hours worked, even after the influence of job category was eliminated. The research suggests that there are issues which influence the job satisfaction of classified employees. In their quest for excellence, school district administrators, and business leaders, alike, can benefit from listening to the needs and recommendations of their support personnel.

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