Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 194-201). Available also in a digital version from Dissertation Abstracts.

Not available / text

Non-government schools in Queensland must be accredited by the Non-State Schools Accreditation Board established by the Queensland Government under the Education(Accreditation of Non-State Schools) Act 2001 in order to operate the school.In 2005, there were 457 non-government schools registered in Queensland with the Non-State Schools Accreditation Board (Non-State Schools Accreditation Board 2005). The enrolment of 207,859 students constituted approximately 30 per cent of student enrolments in the State. Government funding to non-government schools is substantial (general recurrent funding of $303 million was provided by the Queensland government in 2002) (Non-State Schools Accreditation Board 2005).The accreditation criteria set out in the Act are: the school’s administration and governance arrangements; the school’s financial viability; the school’s educational program and student welfare processes; the school’s resources; and the school’s improvement processes. The Education (Accreditation of Non-State Schools) Regulation 2001 provides further details on the requirements of the accreditation for all criteria, except for governance and administration criterion. This is the major gap addressed by this research.The methodology for doing so was:• a theoretical framework for effective corporate governance developed from the relevant literature• case studies of six non-government schools with a range of ownership/governance models to identify their current governance policies and practices and to compare them with the theoretical framework to assess their effectiveness• a suite of policies and procedures based on the theoretical framework and “standout” practice from the six case study schools that would provide an effective corporate governance practice for non-government schools.The potential clients of this research are:• The Office of Non-State Education• Independent Schools Queensland (“ISQ”)• Auspicing denomination or other ownership group of schools, their governing bodies and the auditors of non-government schools; including, but not only, the case study schools• Newly accredited schools wishing to start well. Of particular interest to the researcher is Warwick Christian College Limited, a newly accredited school of which the researcher is a Board member. The Board of the school has agreed to embark on a policy development process which is consistent with the findings of this research.A suite of recommended policies and procedures that non-government schools could adopt in order to comply with the administration and governance criteria of the Education (Accreditation of Non-State Schools) Act 2001 was developed from the theoretical framework and the “standout” practices, policies and procedures from the case study schools.

Bakgrund och Problem: Inför valet 2006 var en av valfrågorna huruvida man skulle främja friskolor eller inte. Det borgerliga blocket var mer positivt inställda till frågan än vad vänsterblocket var. Ämnet har många aspekter men en av dem gäller motivationsnivån; motivationsnivån hos såväl elever som lärare. Den här uppsatsen är inriktad på det sistnämnda och följande problemformuleringar behandlas: ”Hur påverkar ägandet motivationen hos anställda inom en organisation?” samt ”Är anställda inom privata organisationer mer motiverade än de i offentliga organisationer?” Syfte: Syftet med denna studie är att visa vilka faktorer som påverkar motivationen hos lärare inom två typer av skolor; friskolor och offentliga skolor. För övrigt är målet att se om det finns någon skillnad på motivationsnivån hos lärare inom dessa typer av skolor. Teori: Den empiriska undersökningen bygger på olika motivationsteorier. Bland annat tas teorier om yttre och inre motivation, tankar om rättvisa och målens betydelse för motivationen upp. Metod: En kvantitativ metod har använts för att kunna göra ett så stort urval som möjligt bland skolorna i Jönköpings kommun. Åtta skolor valdes ut och 108 lärare deltog i undersökningen. Svaren viktades sedan och med hjälp av t-test letades det efter skillnader mellan medelvärdena från varje grupp av skolor. Resultat: Resultatet visar att ingen av de båda skolornas lärare entydigt är mer motiverade än den andra. Lärarna i de offentliga skolorna var enligt teorierna mer motiverade när det gällde målsättning; de deltog när målen sattes upp och de ansåg att målen var klara till en större utsträckning än vad lärarna i friskolor gjorde. Dessa lärare tyckte också att deras lön påverkas av arbetsresultatet till en högre grad. Lärarna på friskolorna tyckte att kommunikationen med närmaste chefen fungerade bättre, de anser sig uppnå uppsatta mål till en högre grad och de värderar intressanta arbetsuppgifter högre än de som arbetar inom offentliga skolor. I övrigt fann man inga skillnader mellan de båda typerna av skolor. Analys och Slutsats: Målsättningsprocessen verkar fungera bättre på offentliga skolor än på friskolor, detta skulle kunna förklaras med skolornas relativa ålder. Andra sidan av myntet skulle kunna vara att äldre skolor, med mer klara mål, har ett invant sätt att gå tillväga. Det skulle kunna förklara varför man finner fler lärare som prioriterar intressanta arbetsuppgifter i valet av arbetsplats inom friskolorna. Det sammanlagda resultatet av denna studie visar inte att lärarna inom friskolor är mer motiverade än dem inom den offentliga sektorn och studien stöder därför inte argumenten från det borgerliga blocket. / Background and Problem: One of the questions of debate before to the election of the Swedish parliament in 2006 was whether independent schools should be prioritized or not. The right wing of the Swedish parliament was more positive to the topic than the left wing. This subject has many aspects, one of them considers motivation; motivation both among students and teachers. This thesis is focusing on the latter and the research questions treated are: “How does the ownership affect the motivation of the employees within the organization?” and “Are the employees in a private organisation more motivated than the employees of a public organisation?” Purpose: The purpose of this study is to show which factors that affect the motivation among the teachers within two types of schools; independent and publicly owned. Moreover the aim is to recognize whether there are any differences in motivation among the teachers within these types of schools. Frame of reference: The empirical part of the thesis is built on different theories concerning motivation. Amongst others are theories concerning extrinsic and intrinsic motivation, fairness and the meaning of goals treated. Empirical Findings: The result shows no clear difference between all motivation variables measured when the two types of schools was compared. The teachers in the public schools were according to the theories more motivated when it came to goal setting; they participated more when the goals was set and the goals was anticipated more clearly than in the independent schools. These teachers did also feel that their salaries were set according to the result of their work to a greater extent. The teachers in the independent schools did on the other hand feel that the communication with the closest manager work better, that they reach the preset goals and they value interesting work tasks to a greater extent. The other tested variables showed no significant difference between the means. Analysis and Conclusion: The goal setting process seems to work better within the public schools in general compared to the independent schools, which might be explained by the relative ages of the schools. The other side of the coin when it comes to clear goals could be that the way of doing things in the public school has been the same for a long time. This might explain why more teachers within independent schools found exciting working tasks important when choosing place of work. The aggregated result of this study did not show that the teachers in independent schools are more motivated than those in public schools; the study does therefore not support the arguments from the right wing of the parliament.

<p>Bakgrund och Problem: Inför valet 2006 var en av valfrågorna huruvida man skulle främja friskolor eller inte. Det borgerliga blocket var mer positivt inställda till frågan än vad vänsterblocket var. Ämnet har många aspekter men en av dem gäller motivationsnivån; motivationsnivån hos såväl elever som lärare. Den här uppsatsen är inriktad på det sistnämnda och följande problemformuleringar behandlas: ”Hur påverkar ägandet motivationen hos anställda inom en organisation?” samt ”Är anställda inom privata organisationer mer motiverade än de i offentliga organisationer?”</p><p>Syfte: Syftet med denna studie är att visa vilka faktorer som påverkar motivationen hos lärare inom två typer av skolor; friskolor och offentliga skolor. För övrigt är målet att se om det finns någon skillnad på motivationsnivån hos lärare inom dessa typer av skolor.</p><p>Teori: Den empiriska undersökningen bygger på olika motivationsteorier. Bland annat tas teorier om yttre och inre motivation, tankar om rättvisa och målens betydelse för motivationen upp.</p><p>Metod: En kvantitativ metod har använts för att kunna göra ett så stort urval som möjligt bland skolorna i Jönköpings kommun. Åtta skolor valdes ut och 108 lärare deltog i undersökningen. Svaren viktades sedan och med hjälp av t-test letades det efter skillnader mellan medelvärdena från varje grupp av skolor.</p><p>Resultat: Resultatet visar att ingen av de båda skolornas lärare entydigt är mer motiverade än den andra. Lärarna i de offentliga skolorna var enligt teorierna mer motiverade när det gällde målsättning; de deltog när målen sattes upp och de ansåg att målen var klara till en större utsträckning än vad lärarna i friskolor gjorde. Dessa lärare tyckte också att deras lön påverkas av arbetsresultatet till en högre grad. Lärarna på friskolorna tyckte att kommunikationen med närmaste chefen fungerade bättre, de anser sig uppnå uppsatta mål till en högre grad och de värderar intressanta arbetsuppgifter högre än de som arbetar inom offentliga skolor. I övrigt fann man inga skillnader mellan de båda typerna av skolor.</p><p>Analys och Slutsats: Målsättningsprocessen verkar fungera bättre på offentliga skolor än på friskolor, detta skulle kunna förklaras med skolornas relativa ålder. Andra sidan av myntet skulle kunna vara att äldre skolor, med mer klara mål, har ett invant sätt att gå tillväga. Det skulle kunna förklara varför man finner fler lärare som prioriterar intressanta arbetsuppgifter i valet av arbetsplats inom friskolorna. Det sammanlagda resultatet av denna studie visar inte att lärarna inom friskolor är mer motiverade än dem inom den offentliga sektorn och studien stöder därför inte argumenten från det borgerliga blocket.</p> / <p>Background and Problem: One of the questions of debate before to the election of the Swedish parliament in 2006 was whether independent schools should be prioritized or not. The right wing of the Swedish parliament was more positive to the topic than the left wing. This subject has many aspects, one of them considers motivation; motivation both among students and teachers. This thesis is focusing on the latter and the research questions treated are: “How does the ownership affect the motivation of the employees within the organization?” and “Are the employees in a private organisation more motivated than the employees of a public organisation?”</p><p>Purpose: The purpose of this study is to show which factors that affect the motivation among the teachers within two types of schools; independent and publicly owned. Moreover the aim is to recognize whether there are any differences in motivation among the teachers within these types of schools.</p><p>Frame of reference: The empirical part of the thesis is built on different theories concerning motivation. Amongst others are theories concerning extrinsic and intrinsic motivation, fairness and the meaning of goals treated.</p><p>Empirical Findings: The result shows no clear difference between all motivation variables measured when the two types of schools was compared. The teachers in the public schools were according to the theories more motivated when it came to goal setting; they participated more when the goals was set and the goals was anticipated more clearly than in the independent schools. These teachers did also feel that their salaries were set according to the result of their work to a greater extent. The teachers in the independent schools did on the other hand feel that the communication with the closest manager work better, that they reach the preset goals and they value interesting work tasks to a greater extent. The other tested variables showed no significant difference between the means.</p><p>Analysis and Conclusion: The goal setting process seems to work better within the public schools in general compared to the independent schools, which might be explained by the relative ages of the schools. The other side of the coin when it comes to clear goals could be that the way of doing things in the public school has been the same for a long time. This might explain why more teachers within independent schools found exciting working tasks important when choosing place of work. The aggregated result of this study did not show that the teachers in independent schools are more motivated than those in public schools; the study does therefore not support the arguments from the right wing of the parliament.</p>

Non-government schools in Queensland must be accredited by the Non-State Schools Accreditation Board established by the Queensland Government under the Education(Accreditation of Non-State Schools) Act 2001 in order to operate the school.In 2005, there were 457 non-government schools registered in Queensland with the Non-State Schools Accreditation Board (Non-State Schools Accreditation Board 2005). The enrolment of 207,859 students constituted approximately 30 per cent of student enrolments in the State. Government funding to non-government schools is substantial (general recurrent funding of $303 million was provided by the Queensland government in 2002) (Non-State Schools Accreditation Board 2005).The accreditation criteria set out in the Act are: the school’s administration and governance arrangements; the school’s financial viability; the school’s educational program and student welfare processes; the school’s resources; and the school’s improvement processes. The Education (Accreditation of Non-State Schools) Regulation 2001 provides further details on the requirements of the accreditation for all criteria, except for governance and administration criterion. This is the major gap addressed by this research.The methodology for doing so was:• a theoretical framework for effective corporate governance developed from the relevant literature• case studies of six non-government schools with a range of ownership/governance models to identify their current governance policies and practices and to compare them with the theoretical framework to assess their effectiveness• a suite of policies and procedures based on the theoretical framework and “standout” practice from the six case study schools that would provide an effective corporate governance practice for non-government schools.The potential clients of this research are:• The Office of Non-State Education• Independent Schools Queensland (“ISQ”)• Auspicing denomination or other ownership group of schools, their governing bodies and the auditors of non-government schools; including, but not only, the case study schools• Newly accredited schools wishing to start well. Of particular interest to the researcher is Warwick Christian College Limited, a newly accredited school of which the researcher is a Board member. The Board of the school has agreed to embark on a policy development process which is consistent with the findings of this research.A suite of recommended policies and procedures that non-government schools could adopt in order to comply with the administration and governance criteria of the Education (Accreditation of Non-State Schools) Act 2001 was developed from the theoretical framework and the “standout” practices, policies and procedures from the case study schools.

Non-government schools in Queensland must be accredited by the Non-State Schools Accreditation Board established by the Queensland Government under the Education(Accreditation of Non-State Schools) Act 2001 in order to operate the school.In 2005, there were 457 non-government schools registered in Queensland with the Non-State Schools Accreditation Board (Non-State Schools Accreditation Board 2005). The enrolment of 207,859 students constituted approximately 30 per cent of student enrolments in the State. Government funding to non-government schools is substantial (general recurrent funding of $303 million was provided by the Queensland government in 2002) (Non-State Schools Accreditation Board 2005).The accreditation criteria set out in the Act are: the school’s administration and governance arrangements; the school’s financial viability; the school’s educational program and student welfare processes; the school’s resources; and the school’s improvement processes. The Education (Accreditation of Non-State Schools) Regulation 2001 provides further details on the requirements of the accreditation for all criteria, except for governance and administration criterion. This is the major gap addressed by this research.The methodology for doing so was:• a theoretical framework for effective corporate governance developed from the relevant literature• case studies of six non-government schools with a range of ownership/governance models to identify their current governance policies and practices and to compare them with the theoretical framework to assess their effectiveness• a suite of policies and procedures based on the theoretical framework and “standout” practice from the six case study schools that would provide an effective corporate governance practice for non-government schools.The potential clients of this research are:• The Office of Non-State Education• Independent Schools Queensland (“ISQ”)• Auspicing denomination or other ownership group of schools, their governing bodies and the auditors of non-government schools; including, but not only, the case study schools• Newly accredited schools wishing to start well. Of particular interest to the researcher is Warwick Christian College Limited, a newly accredited school of which the researcher is a Board member. The Board of the school has agreed to embark on a policy development process which is consistent with the findings of this research.A suite of recommended policies and procedures that non-government schools could adopt in order to comply with the administration and governance criteria of the Education (Accreditation of Non-State Schools) Act 2001 was developed from the theoretical framework and the “standout” practices, policies and procedures from the case study schools.

Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed May, 14, 2009). Includes abstract. Includes bibliographical references.