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The motivation factors and job satisfaction of physical education teachers in Hong Kong aided secondary schools /Lung, King-kwong. January 1997 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 80-84).
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The motivation factors and job satisfaction of physical education teachers in Hong Kong aided secondary schoolsLung, King-kwong. January 1997 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 80-84). Also available in print.
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An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment.Adkins, Beverly 08 1900 (has links)
Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors that can prohibit effective teaching in the workplace. Teacher moral drops and half of newly hired employees leave the profession. Equally important, student outcomes are affected. Demographic information, program practices, and commitment information from special education teachers across the country were examined in this study. These areas of study helped to determine the best indicators for teacher job satisfaction and barriers that threaten satisfactory working conditions. An online survey was designed to capture 29 areas to explore qualifications and working environments for these teachers. Of the 600 targeted teachers, 332 individuals participated in Likert-like scales to determine their degree of satisfaction or dissatisfaction for working conditions, use of intervention strategies, and areas of commitment. Closed-ended and multiple-choice questions were used. Descriptive analyses and tables aided in understanding this study. The resulting factors indicated that, although some respondents pointed to job dissatisfaction within the subset of questions, participants who worked for more than 6 years were less likely to vacate their positions than teachers working for less than six years.
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The Effects of Locus Control Upon Pay SatisfactionCurle, Richard A. 01 January 1987 (has links) (PDF)
The issue of pay satisfaction is of increasing concern to management because of today's high cost of recruiting and training employees. Also of concern to management is the impact that a high employee turnover rate, due to pay dissatisfaction, can have on organizational effectiveness. Therefore, identifying the causes of, and reducing the probability of, employee pay dissatisfaction is desirable.
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A comparative study of attrition factors of Central Florida exceptional education teachers based on certification preparation programCristophel, Stacey Roberts 01 October 2003 (has links)
No description available.
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Job satisfaction among special education teachers of special schools for severe grade mentally handicapped children in Hong KongTo, Sung-sung., 杜生生. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Teacher stress and professional development in special schools under education reform 2000 in Hong KongFok, Chun-wing, Daniel., 霍俊榮. January 2008 (has links)
published_or_final_version / abstract / Education / Doctoral / Doctor of Education
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The motivation factors and job satisfaction of physical education teachers in Hong Kong aided secondary schoolsLung, King-kwong., 龍景光. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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Concepção de cidadania do programa de Educação Cooperativa “A União Faz a Vida” da Fundação Sicredi: adaptação ou emancipação / Citizenship conception of the Cooperative Education program "A União Faz a Vida" of the Sicredi Foundation: adaptation or emancipationSchmidt, Felipe José 01 November 2017 (has links)
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Previous issue date: 2017-11-01 / This dissertation analyzed the conception of citizenship that the SICREDI Foundation (FS)
fosters in partnerships with 274 Brazilian municipalities through the Cooperative Education
Program "A União Faz a Vida" (PUFV), whose objective is to form cooperative citizens
through the methodology of thematic projects. Through bibliographic research, we sought to
identify and evaluate the theoretical references used in the definitions of the concept of
citizenship, its philosophical and sociological foundations, which served to understand that
the PUFV reconciles with the strategies of the Third Sector as a constituent part of
macrossocial and economic changes. In this way, the focus of the analysis is the privatization
of the public education sector and its implications, considering the public and private interests
in a society of classes that cross the State and civil society. What motivated the
problematization was the great force that assumes the concept of citizenship to the point of
serving as a reference point for reforms in educational and social policies. We analyze the
extent to which the PUFV participates in the commercial civil society, conceives the
formation of citizens and materializes in the public sector, with a view to expanding the
performance of public education networks throughout the country. We problematize the
specificities of the conception of citizenship that encourages cooperation and entrepreneurship
focused on the demands of the productive sector, and which present specific types of
hegemonic project. We note that project pedagogy, by stimulating students' autonomy to solve
problems of the reality in which students live, gives the individual the responsibility to do
what would be a social right of the students and consequently instigates self-government of
oneself and self-management of local miseries, as a consequence, this learning model is a
mechanism that deprives the public power of the role of guarantor of universal rights and
encourages charity and entrepreneurship to solve real situations of local communities. We
understand that the implications of the withdrawal of the State as executor of universal social
policies and the role of the market as a quality parameter for education induce the adaptation
of citizenship to the dictates of capital. By stimulating mutual cooperation, the conflicts of the
existing power relations are appeased by the stimulus to solidarity and social responsibility. It
was evidenced that the interference in the relationship between education and job to meet the
requirements resulting from the productive restructuring, in terms of human resources
qualification, consequently imposes demands that are now being met in the education system.
We work in the hypothesis that the challenge of the formation of the citizen demands the
overcoming of the hegemonic referential and promotes the emancipation of the citizens
through the integration between education and work. / Esta dissertação analisou a concepção de cidadania que a Fundação SICREDI (FS), fomenta
em parcerias com 274 municípios brasileiros através do Programa de Educação Cooperativa
“A União Faz a Vida” (PUFV) cujo objetivo é formar cidadãos cooperativos através da
metodologia de projetos temáticos. Através de pesquisa bibliográfica, buscamos identificar e
avaliar os referenciais teóricos utilizados nas definições do conceito cidadania, seus
fundamentos filosóficos e sociológicos, os quais serviram para compreender que o PUFV
concilia-se às estratégias da Terceira Via como parte constitutiva das mudanças macrossociais
e econômicas. Dessa maneira, o foco da análise é a privatização do setor educacional público
e suas implicações, considerando os interesses públicos e privados em uma sociedade de
classes que perpassam o Estado e a sociedade civil. O que motivou a problematização foi a
tamanha força que assume o conceito cidadania a ponto de servir como elemento de
referência para reformas em políticas educacionais e sociais. Analisamos em que medida o
PUFV participa da sociedade civil mercantil, concebe a formação dos cidadãos e se
materializa no setor público, tendo em vista a expansão da atuação nas redes públicas de
ensino em todo o país. Problematizamos as especificidades da concepção de cidadania que
incita à cooperação e ao empreendedorismo incididas sobre as demandas do setor produtivo, e
que apresentam tipicidades específicas do projeto hegemônico. Notamos que a pedagogia de
projetos, ao estimular a autonomia dos estudantes para a resolução de problemas da realidade
em que vivem os estudantes, repassa ao indivíduo a responsabilidade de fazer o que seria um
direito social deste e consequentemente instiga o autogoverno de si mesmo e a autogestão das
misérias locais, por consequência, este modelo de aprendizagem é uma engrenagem que
destitui do poder público o papel de garantidor dos direitos universais e incentiva a caridade e
o empreendedorismo para a resolução de situações reais das comunidades locais. Entendemos
que as implicações da retirada do Estado como executor de políticas sociais universais e o
protagonismo do mercado como parâmetro de qualidade para a educação induzem a
adaptação da cidadania aos ditames do capital. Ao estimular a cooperação mútua, os conflitos
das relações de poder existente são apaziguados pelo estímulo à solidariedade e a
responsabilidade social. Evidenciou-se que a interferência na relação entre educação e
trabalho para atender as exigências decorrentes da reestruturação produtiva, em termos de
qualificação dos recursos humanos, em consequência, impõe demandas que passam a ser
atendidas no sistema de ensino. Trabalhamos na hipótese de que o desafio da formação do
cidadão exige a superação do referencial hegemônico e promova a emancipação dos cidadãos
através da integração entre educação e trabalho.
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Perceptions of Special Education Teachers in Texas Regarding Selected Job Related FactorsJohnston, Rebecca L. (Rebecca Lea) 08 1900 (has links)
The purpose of this study was to determine the perceptions of special education teachers in regard to selected factors affecting their teaching environment. The problem focused on these professionals' perceptions of factors that can influence decisions to remain in the field or to cause special educators to seek reassignment or to leave the profession.This study utilized a modification of an unstructured Q-sort. After formulating, validating, and establishing reliability, a fifty item instrument divided among personal, administrative, and demographic categories was derived.Personal, administrative, and demographic sections of the questionnaires were studied separately utilizing mean scores and rank order correlation coefficients. The .01 level of significance was utilized.
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