published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 75-84).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 75-84). Also available in print.

A three-phase study was conducted. In the first phase, individual interviews were conducted with 15 secondary school teachers to develop indigenous items for assessing teacher burnout and lack of reciprocity. In the second phase, 187 secondary school teachers were included to determine the items of newly-developed instruments and to examine their psychometric properties. In the third phase, the aims were to examine the validity and reliability of each measurement, to analysis the relations between teacher burnout and demographic variables, and to explore the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout in a sample of 509 teachers from 25 secondary schools in Changchun, China. / According to the relationship between teacher burnout and demographic variables, results indicated that younger teachers reported more EE and DP. Teachers of junior rank reported more burnout. Teachers who taught Chinese, mathematics and English reported more experience of EE than teachers who taught other subjects. / Based on the social exchange theory of burnout, the effort-reward imbalance (ERI) model, and the existential theory of burnout, the purpose of this research was to investigate the relationship among investment-reward imbalance, meaning of life, and burnout among Chinese secondary school teachers. As one of the key variables in this study, investment-reward imbalance included two operational definitions which were named lack of reciprocity and ERI. / Limitations, theoretical and practical implications of the findings were also discussed. / Results showed that, based on the Maslach Burnout Inventory, the newly-modified Burnout Measurement consisted of three subscales: emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (RPA). The self-developed Reciprocity Scale included three dimensions, namely, reciprocity in the relationship with students, intangible reciprocity in the relationship with the school, and tangible reciprocity in the relationship with the school. All measurements in this study were found to possess good validity and reliability. / Structural equation modeling was used to test a set of hypothetic models of the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout. Results showed that, lack of reciprocity in the relationship with students positively influenced FE and RPA. Lack of intangible reciprocity in the relationship with the school was positively associated with RPA. Lack of tangible reciprocity in the relationship with the school was positively associated with EE. Among the three dimensions of lack of reciprocity, lack of reciprocity in the relationship with students is a more important predictor to teacher burnout than other components. ERI was positively associated with EE. Considering the two operational definitions of investment-reward imbalance in the prediction of teacher burnout, lack of reciprocity predicted RPA better than ERI, while ERI predicted EE better than lack of reciprocity. Meaning of life was negatively associated with EE, DP and RPA. In addition, results supported the hypothesis that EE influenced DP on the structure of teacher burnout. / 李歆瑤. / Advisers: Patrick S. Y. Lau; Alvin S. M. Leung. / Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0875. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 138-153). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Li Xinyao.

This study aims at obtaining a deeper and clearer understanding of various factors that motivate teacher to work in profit-making schools. Herzberg’s motivator-hygiene theory on motivation is adopted as the main theoretical basis. A questionnaire survey was used to gather data from English teachers in a profit-making school. Of the 95 returned questionnaires, 87 were found valid for statistic analysis which was processed by SPSS 17.0. The major findings were summarized as follows. First, the most important factor is Job Security while the least important one is Responsibility. Second, it is found that hygiene factors are more important than motivators to motivate teachers in this case school, which is not so consistent with Herzberg’s theory. Third, the results of the study also challenged the Maslow’s theory. Maslow’s statement that lower level needs must be satisfied before the desire of the next high level is not confirmed by this study. Fourth, when concerned with the relationship between teachers’ background and the motivation factors, this study showed that teachers with different gender, age, working experience, academic background and marital status have different perceptions of the importance of the factors. Further study could be follow-up to extend this study to other employees, such as middle management in schools. Since this study only answer the question “what” motivate teachers, “how” those factors affect teachers to work is another area. / published_or_final_version / Education / Master / Master of Education

Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research. / Psychology of Education / D. Ed. (Psychology of Education)

Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research. / Psychology of Education / D. Ed. (Psychology of Education)

The purpose of this research was to investigate the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the state of Texas. The healthcare profession is one of the largest growing occupations in the U.S. nationwide. The job growth outlook for healthcare professionals is projected to be on average 34% between 2014 and 2024. Despite the growing healthcare job categories, there is a shortage of healthcare professionals in the U.S. This study addressed the shortage of health science teachers in secondary education. Considering the importance of healthcare, especially with an aging U.S. population, it is critical to study the impact of work engagement and job satisfaction on teacher intent to leave the health science teaching profession. Through a correlational survey research design it was found that job satisfaction and work engagement are negatively related to turnover intention. Hierarchical regression analysis indicated that job satisfaction accounted for 39.6% of the variation in turnover intention. Findings also showed that work engagement did not moderate the relationship between job satisfaction and turnover intention. Implications for research and practice are discussed and conclusions are provided.

The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)

University of Macau / Faculty of Education