Data were obtained from 62 secondary school physical education supervisors and 69 secondary school principals in Alabama public secondary schools. Instruments selected from the literature were modified, evaluated, and refined by a panel of experts. The revisions and modifications suggested by the experts and the pilot study resulted in a 98-item questionnaire. The Chi-Square test of two independent samples was used to test Hypotheses 1 through 14 to determine whether differences exist between the perceptions of the physical education supervisors and the secondary school principals regarding the actual and expected job roles of the physical education supervisor for the duties related to seven categories: Staff, Scheduling, In-Service Education, General Administration, Public Relations, Facilities and Equipment and Curriculum Development. The .01 adjusted alpha level was used as the criterion for the rejection of the hypotheses. / The following conclusions were made: (a) Physical education supervisors and principals agree on the actual and expected job responsibility roles of physical education supervisors in the Staff, Scheduling, In-Service Education, General Administration, Public Relations and Curriculum Development categories; (b) Physical education supervisors and principals disagree on the actual and expected job responsibility roles of physical education supervisors in the Facilities and Equipment category; (c) Physical education supervisors have a role conflict situation because their perceptions of actual and expected job responsibility roles are in disagreement with those of principals in Facilities and Equipment and to a lesser degree in Scheduling and General Administration; and (d) The physical education supervisors were in agreement with the actual job responsibilities, while the principals were in agreement with the expected job responsibilities of physical education supervisors. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0331. / Thesis (Ph.D.)--The Florida State University, 1987.

The primary purpose of this investigation was to study the effects of perceived teacher stress and work environment complexity, on job satisfaction of physical education faculty at Division I-AA Institutions. In addition, differences in the job satisfaction of physical educators who perceived high or low occupational stress, and employed in a simple or complex environment were studied. / Three instruments were used. The Perceived Work Environment Measure (PWEM) contains 51 items and looks at nine dimensions of the work environment. The Teacher Occupational Stress Factor Questionnaire (TOSFQ) is a 30 item five factor instrument. The job descriptive index (JDI) contains 72 items and provides a satisfaction score related to the teacher's job. / Data used were obtained from 348 teachers at 81 institutions and randomly selected to receive a questionnaire along with a personal data sheet, a stamped self-addressed envelope and a scan sheet for responses. The PWEM and TOSFQ were used to obtain a measure on the independent variables. For this study, each independent variable was partitioned into two categories; (a) Environment, simple or complex; and (b) Stress, high or low. In order to determine the effect of the two independent variables (environment complexity and job stress) on the dependent variable work satisfaction, the problem was analyzed using multiple regression, and a 2 x 2 factorial design with Analysis of Variance (ANOVA). The p < .05 significance level was used as the criterion for the rejection of the hypotheses. / Conclusions. Multiple regression analysis revealed a moderate effect between work environment complexity and work satisfaction. A moderate negative effect was exerted on work satisfaction by the stress variable. As a further test of the hypotheses, the data were presented in a 2 x 2 cross tabulation which showed physical educators with lower work satisfaction and employed in a simple environment perceived more occupational stress than physical educators with higher job satisfaction. The data indicated that the perception of low occupational stress produces greater work satisfaction. The effect of perceived stress on job satisfaction appears to hold true, whether the physical educators worked in a simple or complex environment. / Recommendations. (a) Similar studies should be conducted using teachers in other departments; (b) Studies using different size institutions, State or Private, to determine if either affect teacher job satisfaction; and (c) Studies using a more heterogeneous population of educators. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 47-06, Section: A, page: 2076. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to investigate the effect of an eight-week mastery learning approach teacher training program on achieving mastery of two physical education teaching styles: the practice style and the reciprocal style. Forty male undergraduate physical education majors enrolled at Yarmouk University, Irbid, Jordan, served as subjects. The subjects were divided into two groups of 20. One group was assigned to the practice style and the other group was assigned to the reciprocal style. Knowledge tests and performance tests were administered in a pretest, training treatment sequence, posttest format. / In order to examine the effect of the training program, the results of the two knowledge tests and the two performance tests were analyzed using the t-test. A descriptive analysis was also used to determine the mastery level reached by the subjects. To record the data from the performance tests, an event-recording behavior observation system was used to code the teacher's behaviors. The results indicated that significant increases in knowledge posttest scores, for both the practice and the reciprocal groups, were achieved as a result of the mastery learning approach teacher training program. Data tabulated from posttest scores revealed that 92.5 percent of the 40 subjects obtained a mastery level. A significant increase in the amount of appropriate teaching behaviors, for both the practice and the reciprocal style groups, was also witnessed as a result of the training program. Data seemed to suggest that mastery learning approach teacher training programs can be effectively applied in a physical education environment. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2614. / Thesis (Ph.D.)--The Florida State University, 1985.

The prospect of rising sulfur dioxide emissions from increased coal combustion presents risks, not only of acid rain, but also to health by inhalation of the SO(,2) and of sulfate aerosols which may enhance transport of dissolved SO(,2) and acid to the lung. This study was undertaken to determine the effects of ambient air, acidic sulfate aerosol, sulfur dioxide, and the combination of sulfur dioxide and aerosol on selected pulmonary function measurements after 20 minutes of exercise at 75%-80% maximal heart rate in a hot (36-19 degrees C) and humid (70%-90% RH) environment. Six male subjects between the ages 26 and 33 years with no pre-existing pulmonary or cardiovascular problems rode a stationary bicycle for 20 minutes during each exposure condition at a workload pre-set to assure that each subject would attain an average minute ventilation of 50-60 1/min (BTPS). Exposure to 2.5 p.p.m. sulfur dioxide alone led to a significant lowering of FVC, FEV1, and FEF50. Exposure to sulfur dioxide plus aerosol led to a significant decrease of FVC. Baseline comparisons reflected a significant decline in FVC, FEV1, FEF25, FEF50, FEF75, and FEF25-75 between the pre-ambient and post-exposure. This decline suggests a residual effect of the air pollutant exposures. Significant differences were also observed between the pre-aerosol and pre-sulfur dioxide exposures for FVC, FEV1, FEF50, and FEF25-75. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2617. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to investigate the differences in job satisfaction and leadership behavior of athletic directors in the NCAA and NAIA athletic organizations. Forty eight percent from the original sample (n = 400) returned usable instruments and participated in the study. Fifty three percent had tenure status and averaged 47 years of age and 22 years of working experience. The data collection was accomplished by the use of a Personal Data Form developed by the author, the Job Description Index and the Leadership Behavior Description Questionnaire Ideal. The job satisfaction scales and the dimensions of leadership behavior were analyzed by ANOVA, Pearson Product-Moment Correlation and the Newman-Keuls Range Test at the Education Computer Center of Florida State University. It was found in the study that athletic directors from the NCAA were more satisfied than dissatisfied with their jobs and that their job attitudes did not influence their leadership behavior. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2278. / Thesis (Ph.D.)--The Florida State University, 1982.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0569. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-11, Section: A, page: 4818. / Thesis (Educat.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0571. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0570. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-10, Section: A, page: 4258. / Thesis (Ph.D.)--The Florida State University, 1969.