Abstract¡G The major purpose of this study was to explore the necessity of teachers¡¦ career ladder system, implementation strategies, and the support expressed by elementary and secondary teachers, through the ways of location of career developmental needs of teachers, the designation of career ladder framework, and the identification of extent of support for the system among teachers. Furthermore, the study intended to find out the feasibility of implementing career ladder system in Taiwan. The study, based upon the researcher¡¦s motivation to do the study and the result of documentary review, designed a questionnaire of issues relating to the teachers¡¦ career ladder system to locate the different responses to the related issues from teachers. There were 1773 responses returned, and the responses were analyzed through the methods of distribution, percentage, t-test, one-way ANOVA, and Pearson¡¦s Product-Moment correlations. The findings from the survey were discussed in detail by means of a seminar, composed of relative experts, scholars, educational administrators, accountants, personnel managers from the government. The final conclusions were reach through the combination of these two steps of study and some suggestions have been provided. The conclusions of this study were as follows: I. All in all, elementary and secondary teachers expressed ¡¥agree to some extent¡¦ towards the following statements: 1. teachers¡¦ salaries determined by the years and degrees of teachers should be reformed, 2. teachers¡¦ in-service education and training should be reformed to enhance the professional growth and development of teachers, 3. a career-ladder system totally designed for instruction route should be set up to promote teachers¡¦ motivation for professional development. II. A tentative model of career ladder system for elementary and secondary teachers has been provided as Figure 21. III. Most elementary and secondary teachers ¡¥agreed to some extent¡¦ at the career ladder system for teachers. This finding implied that teachers held some questions about the effectiveness of the career ladder system. In other words, teachers also expressed positive attitudes towards the ladder system. Based upon the conclusions, the study provided the following suggestions: I. Suggestions for the education authorities 1. To understand the difficulties and needs of career development among teachers. 2. To implement the system, the authorities should hold numerous seminars, public hearings, debates, and conferences to collect opinions and ideas concerning the system. 3. To plan and design the in-service educational system for teachers, two dimensions of considerations: quantitative and qualitative, should be taken into account. 4. The career ladder system should be put in practice starting from schools with 25-48 classes. 5. The career ladder system should be implemented with the characteristics of ¡¥tenure¡¦ system. II. Suggestions for school administrators 1. To adopt measures to encourage talented teachers join the career ladder system in order to tackle a variety of problems in the education fields, to lift the quality of teachings. 2. To implement the professional evaluation of school teachers periodically to maintain the quality of teaching among teachers who choose not to join the career ladder system. 3. To set up an hot line for professional advise and appeal in order to provide any help relating to the system. III. Suggestions for teacher educators 1. To place the emphases on the pre-service stage and in-service stage of education to prepare well-round teachers. 2. The process of teacher education should emphasize the importance of creative instructional methods. 3. The idea and concepts of ¡¥teacher evaluation¡¦ should be introduced during the process of teacher education. IV. Suggestions for elementary and secondary teachers 1. Teachers should have a plausible plan for career development to stimulate professional growth and development and maintain a certain level of motivation for teaching. 2. Teachers should place emphases on their performance of instruction in order to live to the plural criteria of teacher evaluation. V. Suggestions for further study The tentative model of teachers¡¦ career ladder system deserves further discussion and empirical study to test its feasibility in the case of Taiwan.

A Survey Study of Career Ladder System for School Teachers in Pingtung County Abstract This study began with a literature review of career ladder system designated & performed by school districts in the United States. Then, it analyzed the contents of draft version for career ladder system suggested by the Ministry of Education, Taiwan. At the same time, it made a reference to empirical studies and interviews in our country, in order to establish career ladder certificate system for teachers. This system would not only benefit teachers to promote their professional status or push those who were in-service teachers, but also could sharpen their teaching skills and strengthen the qualification of teachers. The major purpose of this study was to estimate the feasible models of career ladder certificate system for school teachers in Pingtung County. In addition, they would like to conduct a survey towards the different backgrounds of the educational employees concerned, including the employees in the local education authorities, county councilors, PTA members(all were referred as ¡§non-teaching people¡¨), representatives of teachers¡¦ organization, full-time school teachers, full-time teachers with administrative duties, intern teachers, and substitute teachers. Most significantly, the researcher tried to interpret the subjects¡¦ attitude towards the career ladder certificate system and their perspectives towards the approaches to establish the system. The author, after reviewed the related literature, developed the instrument of questionnaire ¡§A Survey of the Opinions towards the System of Career Ladder and Professional Certification for School Teachers¡¨ and mailed to 1455 subjects in total. 925 of them responded. Then, the data were analyzed through methods of t-test, one-way ANOVA, chi-square test, distribution and percentage analysis. The conclusions of this study were as follows: 1.As to the questionnaire, the establishment of career ladder certificate system for teachers could push teachers to study, encourage them to conduct life-long learning, provide career ladder opportunities and reflect on their professional knowledge. 2.The subjects thought that the content of the career ladder certificate system should not be exclusive to one another. Additionally, containing the rules and regulations such as career ladder, terms of service for each ladder , hands-on teaching experiences and the tenure of service in teaching could avoid the system being monopolized by those who were held good relationships. Although the non-teaching people occupied the highest ratio for saying no to the system, they did think that the system was helpful for planning the human resource in schools and for enhancing the quality of teachers. 3.Teachers who worked at a school with a scale of 49~60 classes occupied the highest ratio for supporting the system. 4.On the management of career ladder and certification, the subjects were apt to the way that the central education authorities to develop the codes and regulations for the system and to take on the duties of reviewing and issuing certifications. 5.As for the renewing the tenure of certificates for each ladder, most subjects claimed necessary to have an expiring term to each certificate in order to match the requirements for continuing education and to establish a renewing term system. The renewing term, as the survey showed, ranged from 5 to 10 years. 6.The criteria for promotion among the different ladders and of course their certificates were referred to the followings: the review of applicants¡¦ education and expertise, the credits gained thru in-service education programs, applicant¡¦s creative performance in the design of instructional methods and materials, and the performance of the applicant¡¦s research. 7.When asked about the reviewers in the process of certification, colleague teachers and building principals were the most favored representatives for internal evaluation committee. As for the external evaluation committee, professional education groups and people were trusted the most. 8.Whether or not the career ladder certificate system for school teachers must be established, the subjects chose to set up a hierarchy system for teachers, and three levels of hierarchy were more referred to than the others. 9.As for the reciprocal agreement for career ladder certificate issued by various local education authorities, a high percentage of subjects tended to support that the certificates were universal around the country. 10.In the system of canceling career ladder and certification, it might happen due mainly to three causes: psychological, moral and teaching abilities. Furthermore, it was emphasized that only concrete and substantial evidence should be presented as the basis to make the decisions. 11.As to the difficulties encountered while executing the system of career ladder and certification, the subjects thought that the major doubts were respectively: insufficient support for the career ladder system, the credibility of those who might be responsible for the system, and lack of the codes and regulations concerned. 12.As for the related measures to put the career ladder certificate system into practice, most subjects recommended the establishment of in-service education & training system for teachers, revision of related codes & regulations, modification of teachers¡¦ salary scale, and setting up a task-oriented unit for the system. Based upon the conclusions of this research, the author then proposed suggestions not only to educational authorities, teacher training institution, all levels of schools, but also to the teachers at schools and future researchers. On the other hand, the research also provided a feasible reference for other local education authorities while considering to develop the career ladder certificate system for teachers.

Text in English / A survey by means of mailed questionnaires was conducted to compile a career profile of persons who completed the B.Cur programme at Medunsa. The sample consisted of all the nurses who had completed the B.Cur. programme over a decade from 1985 to 1994. Forty-one percent of the questionnaires were returned and the findings indicated that the nurse graduates were committed to nursing and were contributing to the nursing services in south Africa. The public service was the largest employer of the graduate nurses. Their commitment to nursing is shown by their long service as well as post-registration qualifications sought in nursing. The B.Cur programme at Medunsa had adequately prepared them to practice nursing. There appears to be a need, however, to review the curriculum in some areas. It was concluded that Medunsa has contributed to the provision of well qualified nurses. / Health Studies / M.A. (Nursing Science)

The perceptions of elementary teachers with regard to the leadership behavior exhibited by their principals and to the organizational climate of their schools were examined in this study. The purpose of the study was to determine whether Tennessee elementary principals who achieved Career Ladder III standing exhibited more effective leadership behaviors and maintained a more suitable organizational climates than Career Ladder I principals. This study followed the ex-post facto research approach and utilized data obtained through use of the Leadership Behavior Description Questionnaire Form 12 (LBDQ-12) and the Revised Organizational Climate Description Questionnaire (OCDQ-RE). Responses were obtained from 590 teachers who represented 26 randomly selected elementary schools in northeast Tennessee, 11 of which were administered by Career Ladder III principals and 16 administered by Career Ladder I principals. Analysis of Variance (ANOVA) was applied to the data to determine significance at the.05 level. ANOVA was selected because it permitted the researcher to evaluate the mean differences in perceived leadership behavior and organizational climate simultaneously while maintaining the Type I error rate at the preestablished.05 significance level for the entire set of comparisons. No significant differences were found in total leader behavior or in any dimension of leader behavior, as measured by the LBDQ-12, for Career Ladder III elementary principals when compared to Career Ladder I elementary principals. No significant differences were found in any dimension of organizational climate, as measured by the OCDQ-RE, for elementary schools administered by Career Ladder III principals when compared to elementary schools administered by Career Ladder I principals. Recommendations for future research were given.

The problem of this study was to identify and discriminate the perceptions of administrators, Career Ladder teachers, and non-ladder teachers in the Tennessee public schools toward the Tennessee Career Ladder Teacher Evaluation System. Demographic data and information were collected by a state-wide survey of Tennessee educators. Two research questions were raised to guide the study. The comparison data collected pertained to sex and age of the participants, highest degree completed by the participants, participants' Career Ladder status, professional membership, professional experience, and the type and classification of school in which the participants worked. The information concerning educators' perceptions regarding the Career Ladder Program was obtained through their responses to the 30 statements in the research instrument which dealt with the various important aspects of the program. Major findings indicated that significant differences in perception regarding the Career Ladder Program existed among the Tennessee educators. In general, teachers who have obtained Levels II and III status on the Career Ladder and administrators perceived the program positively while Level I teachers and particularly non-ladder teachers tended to perceive it rather negatively. No groups surveyed felt that the evaluation process was well-understood or that the program encouraged diversity in teaching behavior. No groups felt that differences in learners, schools, and school systems were considered when assessing the effectiveness of teaching behavior under the current evaluation system. All educators felt that need for reducing the amount of paperwork required in teacher preparation for evaluation, and were aware of the "gamesmanship" dimension of the program. There was agreement among all groups in the study that the Career Ladder Program had failed to attract the best people into the teaching profession, failed to retain them, and has done little to enhance the teacher's public esteem. Despite the agreements, it is evident that Tennessee public school teachers and administrators held different perceptions toward the Career Ladder Program. A relationship seems to exist between administrators and higher level teachers and a more positive perception concerning the program. On the other hand, it appears to be true that lower lever teachers and non-ladder teachers are associated with a generally negative perception regarding the Career Ladder Program. (Abstract shortened with permission of author.)

Text in English / A survey by means of mailed questionnaires was conducted to compile a career profile of persons who completed the B.Cur programme at Medunsa. The sample consisted of all the nurses who had completed the B.Cur. programme over a decade from 1985 to 1994. Forty-one percent of the questionnaires were returned and the findings indicated that the nurse graduates were committed to nursing and were contributing to the nursing services in south Africa. The public service was the largest employer of the graduate nurses. Their commitment to nursing is shown by their long service as well as post-registration qualifications sought in nursing. The B.Cur programme at Medunsa had adequately prepared them to practice nursing. There appears to be a need, however, to review the curriculum in some areas. It was concluded that Medunsa has contributed to the provision of well qualified nurses. / Health Studies / M.A. (Nursing Science)

This study aims at exploring the motivation that drives tourists to townships. The theories that were chosen as the theoretical base of this study were the push and pull theory, the Travel Career Ladder, authenticity and the tourist gaze. Three research questions were asked around the theory base and a survey was done of 100 tourists in selected locations within Soweto. Results obtained from the respondents allowed for statistical analysis. The results indicated that the township tourists were intrinsically motivated and were driven by affiliation needs. Furthermore, the tourists that initially visited Soweto were motivated by authenticity; however, as the amount of tourism in the area grew, the tourist gaze became the more dominant form of motivation. The implications of the study findings are discussed. Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

教師素質乃影響教育品質的重要因素，美國對中小學教師實施的表現本位付給計畫，用以提高教師專業素養，可作為我國改革師範教育的借鏡。本研究的目的有三：（一）探討美國功績付給計畫及生涯階梯計畫兩種表現本位付給計畫的背景、理論基礎及實施現況；（二）評析美國表現本位付給計畫的實施成效；（三）歸納研究發現，對我國教育提出建言。 　　本研究採取文獻分析法，蒐集資料，根據相關主題，欲兼顧橫向與縱向分析。 　　經過文獻分析之後，得出本研究的結論： 　　一、美國表現本位付給計畫乃師資改革的途徑。 　　二、表現本位付給計畫以教師表現的成績作為加給的依據，並具有一套評鑑系統來決定獎賞與否。 　　三、表現本位付給計畫面臨表現的定義、付給的作用、評鑑客觀性及財政負擔等問題。 　　四、兩種表現本位付給計畫中，生涯階梯計畫對教師職能分級，設有教學昇遷管道，安排較為完善，將成為美國表現本位付給計畫的主流。 　　根據研究結果，我國實施表現本位付給計畫，應採取下述措施： 　　一、在教育行政方面 　　　（一）制定表現本位付給計畫時，必須兼顧人事決策（考績）與輔導教師專業成長兩大目標。 　　　（二）深入研究並了解優良表現的內涵。 　　　（三）所安排之酬賞制度應能激發教師表現優良。 　　　（四）及早建立教師生涯階梯制度。 　　　（五）建立一套可信而有效的評鑑系統。 　　　（六）應設法贏得立法機構、教師及相關人員的支持與參與。 　　　（七）採取其他相關措施包括：準備足夠的經費、營造良好組織氣氛、改善教師工作生活的品質、建立教師換証制度、結合現行的教師實習制度及從地方到中央建立一套完備的進修制度。 　　二、學校方面 　　　（一）建立以學校為中心的教師進修制度。 　　　（二）成立校內評鑑委員會。 　　　（三）增加教師參與決定學校事務的機會。 / The performance-based pay plans that include merit pay plans and career ladder plans have emerged as one approach to improving the quality of teacher in America.Because of increasing criticism of educational standards and alleged decline in professional ability of teachers in our country, to base pay onteachers'performance in America is a solution of our educational problems.The three purposes of this study are (1) to investigate the history, relational theories and contents of performance-based pay plans , (2) to review theeffects of performance-based pay plans, and (3) to provide suggestions for ourteachers' education by the findings of this research.The literature analysis reveal that (1) Performance-based pay plans can improve the quality of teachers; (2) Performance-based pay plans have some problems including the difficults of a valid definition of performance, the issue of validity of using pay as a motivator, the complaints against evaluation systems, and high cost etc, ; (3)Career ladder plans which utilize the idea of career ladder that teacher canatuain higher pay and higher professional status will be the currently popular proposals of performance-based pay plans.The study yield a set of recommendations for the design of performance-based pay plans:(1) The purposes of plans are to make decisions about the retention, transfer, or dismissal of staff members and to help teachers about professional growth; (2) Good performance need be clearly studied and realized; (3) The reward system canmotivate teacher; (4) Teacher career ladders must be established; (5)The systemof evaluation is reliable and valid; (6)Legislature, teacher and others involvedsupport the plans; (7) The school-based in-service education system must be established; (8) Let teachers involve in making decisions about school; (9)other administrative policies are used.

This study sought to examine and comprehensively describe transfer students who have earned a two-year technical or occupational Associate in Science (AS) degree at the community college and entered the university to pursue the Bachelor of Science in Applied Science (BSAS). The BSAS degree is a specialized baccalaureate degree program created to allow AS degree holders an opportunity to efficiently transfer into the university affording them full recognition of their two-year degree. This statewide articulated program at the University of South Florida is the first of its kind in the state of Florida. The program only began admitting its first students in the fall term of 2003. Prior to the creation of the BSAS degree, most AS degree holders were not admissible to the university. If they did meet admission requirements based upon competitive freshman admission requirements, only about 15-18 credits of the 60+ credits earned through their AS degree were transferrable. Before the BSAS there were no efficient means for most AS degree holders to pursue higher education beyond their two-year degree. The first five years of this new bachelor's degree program have been very successful. The BSAS program has consistently experienced enrollment growth every year, and the specialized "areas of concentration" have continued to expand offering even greater opportunity for AS degree holders to pursue meaningful baccalaureate studies in support of their academic, professional or personal goals. The AS-to-BS transfer students represent a relatively new student population at the university and this population is steadily growing. The university has historically had little experience with them, and consequently we know little about them. This study was an analysis of AS-BSAS transfer students to determine their characteristics, engagement and success at the university. The study revealed that they are, in fact, a unique student population at the university who are generally disengaged with university life, but performing very well academically. Their average age is 37 years old. They are predominately working adults with family responsibilities. They are conscientious students who are persisting and completing their bachelor's degree in less time than the national average for all transfer students. Overall, the results of this study suggest that we may need to make adjustments to our transfer and articulation policies, our admission practices, and closely examine the broader services of the university to ensure we meet the holistic needs of this new, exclusive, atypical, workforce focused, and growing population of students at the university.

The problem of this study was to determine the perceived impact of the Texas Career Ladder Plan upon the motivational levels of teachers. The purposes were to determine: the impact of the Texas Career Ladder Plan as an incentive for improved job performance; the strengths and weaknesses of the current Texas Career Ladder Plan; the types of incentives that teachers believe would motivate them to perform better; and the suggestions that teachers have to modify the current Texas Career Ladder Plan. An opinionnaire was developed to obtain data pertinent to the perceived impact of the Texas Career Ladder Plan in providing incentives for improved job performance. A random sample of 500 elementary school teachers and 500 secondary school teachers was selected from the personnel rosters of the participating schools. Data from 92 percent of the subjects sampled was achieved. A descriptive analysis was used to interpret data collected in this study. The findings indicated that the Texas Career Ladder Plan has had no impact or a perceived negative impact upon the motivational levels of teachers as indicated by 14 of the opinionnaire items surveyed. There was a perceived positive impact upon the motivational levels of teachers as indicated by eight of the opinionnaire items surveyed. The most frequent suggestion as an incentive to motivate teachers was monetary and the most frequent suggestion to improve the Texas Career Ladder Plan was to improve the teacher appraisal system. It is suggested that further research be done to determine the perceived impact of the Texas Career Ladder Plan upon the motivational levels of all teachers in the state of Texas and the characteristics of the teachers that were perceived to be positively impacted.