Job satisfaction has been studied extensively for many years now. Many different occupational groups have been studied yet satisfaction of university faculty has just recently gained the attention of researchers. Much of the research has been limited in scope and generalizability because it has centered on single institutions at one point in time. A recent review of the literature of satisfaction among university faculty suggests that overall satisfaction is decreasing and that faculty are least satisfied with compensation, working conditions, and university administration. The purpose of the current study was: (1) to develop and validate an instrument suitable for measuring the satisfaction of university faculty and (2) to assess the satisfaction levels of faculty employed at four-year hospitality management programs in the United States and Canada. An instrument, which was based on several existing instruments, was developed and mailed to all four-year members of the Council on Hotel, Restaurant, and Institutional Education. The questionnaire included questions which measured satisfaction with various job aspects. Fifty percent of the sample were also asked to complete a version of the Job Descriptive Index (JDI), a widely used job satisfaction instrument; A total of 233 completed questionnaires were received, representing a response rate of 58.25 percent. In addition, 88 JDI forms were returned. A factor analysis of the satisfaction items indicated that educators were most satisfied with a Work Achievement factor and were least satisfied with Support/Assistance and Compensation factors. Also, Support/Assistance and Evaluation were the two factors identified by educators as being the most important. Three of the factors common to the questionnaire and the JDI showed generally high correlations. The ten job factors which emerged were all shown to contribute to the educators' overall levels of satisfaction. Significant findings included greatest satisfaction levels existed among senior level faculty. Finally, suggestions for future research and continued validation studies were presented. Specifically, it was suggested that future studies should focus upon comparisons of hospitality educators and industry executives. It was also recommended that the instrument be further developed and validated.

The purpose of this study was to evaluate the effects of integration on both regular and special needs kindergarten students in Boston Public Schools' East Zone district. A comparative study of the cognitive and social achievement of kindergarten students in the pilot program and their counterparts who were not in the pilot program was conducted. In order to test the hypotheses presented the following comparisons were carried out for both instruments: Experimental group 1 versus control group 1. Integrated regular education kindergarten I students were compared with segregated regular education kindergarten students. Experimental group 2 versus control group 2. Integrated special education kindergarten I students were compared with segregated special education kindergarten I students. Experimental group 3 versus control group 3. Integrated regular education kindergarten II students were compared with segregated regular education kindergarten II students. Experimental group 4 versus control group 4. Integrated special education kindergarten II students were compared with segregated special education kindergarten II students. The kindergarten I integrated regular education experimental groups' change scores were significantly higher in both cognitive and social testing. The kindergarten I integrated special education experimental groups' change scores were significantly higher in cognitive testing but there was no difference on the improvement of social test scores in integrated versus segregated classrooms. The integrated group improved more than the segregated group on the test of social achievement but the significance level was not high enough to reject the null hypothesis. For kindergarten II students, regular and special education students achieved more on a test of social achievement when taught in an integrated classroom. Special education students achieved more cognitively when taught in an integrated classroom. Regular education students' cognitive achievement improved when taught in an integrated setting but not to an acceptable significance in order to reject the null hypothesis. The overall outcome indicated that kindergarten students achieve more in integrated settings on tests of cognitive and social achievement. Results indicate there may be a better way to educate both regular and special education children. System wide and school based strategies may need to be developed to explore these options. (Abstract shortened with permission of author.)

A qualitative research methodology was utilized to study the perceptions of regular class teachers and special education teachers toward the Regular Education Initiative. Eighteen teachers, twelve regular classroom teachers and six special education teachers were interviewed using a guided interview format. The questions focused on six major areas: (1) responsibility for special education students; (2) teacher morale; (3) evaluation; (4) communication and collaboration; (5) instruction; and (6) teacher preparation. The results of this study begin to distinguish the differences and agreement in the perception of regular class teachers and special education teachers concerning the Regular Education Initiative. The data indicates that the differences between the regular and special education teacher are for the most part not substantive, but perceptual. There is more agreement concerning the issues central to the Regular Education Initiative than there is disagreement between the two teacher groups. The data from this study indicates that the role of the regular and special educator must be more clearly defined using a collaborative model. The greatest deterrent to effective collaboration is failure to make adequate provision of time for such activities. Goal achievement for the REI is dependent on more than simply resolving the differences between the regular and special education teachers, policy must be developed to support this initiative. The findings of this study demonstrate that teachers want training that will provide an understanding of the complexities of classroom teaching, behavior management and collaboration so that they can meet the needs of all children within the regular classrooms.

The purpose of this research has been to study the influences of strategic planning on the administrative decisions of middle managers at small independent colleges. The problem was examined and analyzed using a conceptual model which considers institutional history, culture, and leadership. A descriptive research technique, the case study, was used. The design of this study included the relationships between effective strategic planning and the role of middle managers in this institutional planning process. Bentley College was selected as the case study site because it recently introduced an institutional strategic planning process and because it is regarded as a well managed institution. Data sources included institutional archival records, contemporary institutional correspondence and documents, and key-informant interviews. The influence of strategic planning on the managerial behavior of middle managers at this particular institution affected their roles, decision making, and unit planning. Patterns did emerge and the findings are summarized below. 1. Middle managers were involved in all aspects of strategic planning, except the determination of future direction. 2. Strategic planning facilitated increased involvement of middle managers in the institutional decision making process. 3. The strategic planning process facilitated an increased understanding among middle managers of each others unit priorities and goals. 4. Strategic planning facilitated increased unit planning. The findings of this study pertain to one particular independent small college. Although the results of this study do not have significant predictive value, they do provide a better understanding of the middle managers role in strategic planning.

<p> The purpose of this quantitative study is to identify the impact of principal leadership behaviors on the efficacy of new and experienced teachers in California STW-TCS middle schools. (Abstract shortened by ProQuest.)</p>

<p> The development and implementation of academic optimism and parent involvement were studied. The purpose of this study was to fill in the gaps in the literature regarding how academic optimism and parent involvement is formed in secondary schools, specifically middle school, and examine the connection between teacher academic optimism, parent trust, and parent involvement in one middle school in Northeast Alabama. The participants in the study included teachers currently employed at the school and parents of currently enrolled seventh and eighth grade students in the school. The Teacher Academic Optimism Scale (Fahy, Wu, &amp; Hoy, 2010), the Parent Trust in Schools Scale (Forsyth &amp; Adams, 2004), and the Parental Involvement Scale along with teacher and parent focus group interviews were utilized to collect data. </p><p> Through a qualitative method of research, the researcher conducted an analysis of the data. The surveys were used to determine levels of academic optimism among teachers in the school, parent trust, and parental involvement in the school. Survey results revealed that even though teacher academic optimism in the school was average and parent involvement was somewhat low, parent trust was high. Focus group interviews were used to collect data on teacher and parent perceptions of academic optimism, parent trust, and parent involvement. From these data, three important themes emerged: the importance of communication and trust, the importance of supportive environments, and the importance of relationships. The findings in this study determined that there is a connection between academic optimism and parent involvement. It also offers implications for development and implementation of academic optimism and parent involvement in a middle school.</p>

The purpose of this study was to investigate how changes in tuition and fees affect community college enrollment patterns in the state of Washington, and to identify other key factors that have major effects on enrollment changes. Several enrollment categories were selected for analysis: Total headcount, FTE, first-time freshmen, minority students, full-time and part-time attendance, two age groups, gender, and academic and vocational programs. The theoretical framework was derived from demand theory in microeconomics, with particular application of the concepts of price elasticity and of the demand function. Eight independent variables were examined, including tuition prices, student aid, socioeconomic factors, and a State enrollment cap. The results were based on a time-series analysis of system-wide data from 1971-1987. The major findings were that (1) own-tuition price was associated negatively with all categories of enrollment, except for academic programs; (2) tuition and fees at public four-year institutions had positive effects on community college enrollments; (3) student aid was a key factor and related to enrollment negatively, suggesting that public four-year institutions were substitutes for community colleges; (4) personal income was a stronger economic indicator than unemployment for most of the enrollment categories; (5) the proportion of whites in the population had different effects on different enrollment groups; and (6) the enrollment cap caused a substantial reduction in most of the enrollment categories. Different types of students responded differently to price changes and other factors. In general, older students, part-timers, females, and minority students were more sensitive to tuition price changes than younger, male, and full-time students. Overall, the results of the study were consistent with previous enrollment demand studies of community colleges.

This study examined academic administrators from Arizona community colleges to determine whether those with different personal (age, sex, administrative experience, office automation experience) and demographic (job title, geographic location) characteristics differed in their office automation attitudes and their perceptions of knowledge and skills. Three subsidiary interests of the study were to examine whether administrators with different (1) perceptions of the importance of--and comfort with--automation skills and knowledge differ in their automation attitudes, knowledge, skill, and geographic location, (2) different demographic variables differ in their amount of--and skill with--automation equipment and software, and (3) different attitudes, knowledge, and skill characteristics differ in their use of automation equipment and software. The literature review discussed the evolution and impact of office automation, office automation in educational settings, and the nature of skills and knowledge in office automation. Research questions focused on the differences in office automation attitudes and perceptions of office automation knowledge and skill of administrators with different (1) personal and demographic characteristics, (2) perceptions of the importance (professionally and to their office) of--and comfort with--office automation, and (3) amounts of, skill with, and use of office automation equipment and software. Results suggest that academic administrators generally (1) have positive office automation attitudes, (2) view office automation as professionally important and important to their offices, (3) show deficiencies in their office automation knowledge and skill. In addition, younger administrators (25-46 years), with the job titles of Dean/Associate Dean, who have experience with office automation (9-15 years) and are employed by urban community colleges are more likely to implement office automation in their offices than older administrators (over 46 years), with the titles of Division Chair or Vice President, who have worked with office automation less than 9 years or more than 16 years, and who are employed by rural community colleges. Recommendations are suggested for continued study in evaluation and assessment of academic administrators' office automation attitudes, knowledge, and skill.

<p>Starting with the Ancient Greeks, Pilgrims, Puritans and Quakers and now all school districts across the United States of America are faced with continually increasing challenges of developing students who are well-rounded human beings capable of making moral and ethical decisions in an ever-increasing immoral and unethical world (Lickona, 1996; Riley, 2001). The purpose of this program evaluation is to examine how association between student-to-student and student-to-teacher, which includes fighting and bullying, disrespect and insubordination, have been affected from the inception of a school-wide character education program to a national character education program recognition. A Pearson&rsquo;s Chi-square test of association was utilized because it is one of the most commonly used statistical approaches to repeated measures designs. </p><p> The scope of the program evaluation involved a cohort of students in a junior high school is St. Louis County from the inception of a character education program to the National School of Character recognition three years later. Discipline referrals were collected involving aggression, including fighting and bullying, disrespect and insubordination to determine the effect the character education program was having on student-to-student and student-to-teacher relationships. The result of the findings is there was no significant association between these reported behaviors, indicating the variables are independent of each other. </p><p> This program study indicates there is no significant limitation in the relationship involving discipline referrals from the inception of the character education to the national recognition. This leads to a conclusion that the national recognition may be less concerned about reduction in discipline referrals, and may put more weight on practice, procedures and policy. </p>

<p> This qualitative single case study examined the connections between social-emotional learning and academic achievement in adolescents. Questions that formed the foundation for research include the background of how one middle school developed social and emotional practices for their student population, the ways in which those practices are implemented and sustained in the school community, how social-emotional learning practices interface with academics, and approaches which can be shared with other school sites. Qualitative research methods included formal and informal participant interviews, site and field observations, and the collection of artifacts and documents such as test scores and student work. Data was coded and analyzed by themes: 1) Building Relationships and Developing Trust; 2) Learning Engagement and Achievement; 3) Teaching Accountability and Responsibility; 4) Collaboration; 5) Resolving Conflicts; and 6) Budgets, Curriculum and Standards, and Teacher Demands. Data show convincing connections between creating caring school communities and the academic, social, and emotional development of adolescents.</p>