Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 140-149).

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 3, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Kenneth H. Strand, Dent M. Rhodes, Barbara L. Nourie, Ming-Gon John Lian. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

"The purpose of this paper is to make an intensive examination of the facilities and services of the library at Mirror Lake Junior High School in relation to the changed curriculum in the school in order to ascertain the extent to which the library is contributing to the instructional program of the school. It is assumed that this examination would provide a sound basis for recommending library improvement in the school"--Introduction. / Stapled inside thesis: Guide to material in vertical file, 1950-51 ([22] leaves ; 24 cm.). / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State Univeristy in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sara Krentzman Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 103-104).

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M.S.W.)--University of Hong Kong, 2003.

The study was designed to (1) identify perceptions of teachers about actual and desired level of need fulfillment; (2) identify deficiency of need fulfillment of teachers; (3) examine the leader behavior of principals as perceived by teachers; and (4) investigate the relationship between teacher perceptions of principal leader behavior and teacher perceptions of deficiencies in need fulfillment.Two questionnaires were used in the study. The Leader Behavior Description Questionnaire--Form XII was utilized to obtain teacher perceptions of principal leader behavior. Four of the twelve subscales of the Leader Behavior Description Questionnaire--Form XII were used: Tolerance of Uncertainty, Tolerance of Freedom, Consideration, and Initiating Structure. Teacher perceptions of actual and desired level of need fulfillment were obtained by use of a questionnaire developed by Porter for industrial research and adapted by Sergiovanni for use in schools. The difference between desired level of need fulfillment and actual level of need fulfillment provided a score for deficiency of need fulfillment. Statements on the questionnaire assessing need levels were grouped according to an adaption of the Maslow Hierarchy. Need categories represented on the questionnaire were: Security, Social, Esteem, Autonomy, and SelfActualization.The population of teachers for the study was middle/junior high teachers in schools in East Central Indiana with enrollments between 150 and 500 students per grade. A random sample of twenty schools was obtained for use in the study. Teachers in the selected schools completed both questionnaires. Twelve questionnaires were randomly selected from the group of returned questionnaires from each school. Only nineteen schools were represented in the final sample because fewer than twelve questionnaires were returned by the teachers of one school.Twenty null hypotheses were generated for the study. Each hypothesis was concerned with the relationship between a leader behavior and the deficiency of need fulfillment of a need category. Hypotheses were tested statistically by use of Pearson Product-Moment Correlations. Decisions about significance were made at the .05 level.Among the teachers in the sample, Social needs were most satisfied. Security needs were next in order of satisfaction. Esteem needs were least satisfied. Autonomy and Self -Actualization needs were found to be rated closer to the low satisfaction level given Esteem needs than to the rating given Security needs.The range of mean scores of actual need fulfillment was greater than the range of mean scores for desired need fulfillment. Greater agreement existed among teachers in the sample about desired level of need fulfillment than the level of actual need fulfillment.Correlations significant beyond the .05 level were found between teacher perceptions of principal leader behavior in each of four areas --Consideration, Tolerance of Freedom, Tolerance of Uncertainty, and Initiation of Structure--and teacher satisfaction in each of four need categories--Security, Esteem, Autonomy, and Self-Actualization. No significant correlation was found between teacher satisfaction of Social needs and teacher perceptions of principal leader behavior.The set of principal leader behaviors was found to be predictive of teacher satisfaction of Security, Esteem, Autonomy, and Self-Actualization needs. Including Tolerance of Freedom in the predictive equation resulted in a statistically significant increase in the multiple R between the set of principal leader behaviors and teacher satisfaction of Security and Autonomy needs. Including Consideration in the predictive equation resulted in a statistically significant increase in the multiple R between the set of principal leader behaviors and teacher satisfaction of Esteem needs. The person-oriented principal exhibiting behaviors perceived by teachers as Considerate and Tolerant of Freedom may be most effective in bringing about teacher satisfaction of higher order needs and thus creating a high level of staff motivation.

The study aims to explore the current conditions of teachers¡¦ attitudes toward teachers¡¦ professional evaluation in Kaohsiung junior high schools, and to apply the results of the study to provide suggestions to be references in the future. The study was conducted by means of questionnaire survey with ¡§Questionnaire on ¡§Teachers¡¦ Attitudes toward Teacher Evaluation in Kaohsiung Junior High Schools.¡¨ 600 teachers were randomly sampled from 34 public junior high schools in Kaohsiung County and Kaohsiung City. Among the collected questionnaires, 529 were valid, yielding a return rate of 88%. The collected data was analyzed by statistical methods, including mean, Standard Deviation, t-Test, one-way ANOVA. Based on the analyzed results, the followings were concluded: 1. The evaluation purposes are to help teachers improve their teaching approach and promote their professional development. The teachers of different positions and school locations have different opinions about the evaluation purposes. 2. The best evaluation method is self-evaluations by the teachers themselves. The teachers of different teaching course subjects, years of expericences, and positions have significant difference on the evaluation method. 3. The best criteria of teacher evaluation is ¡§study and learning¡¨. The teachers of different background have different opinions about the criteria of teacher evaluation. 4. The best methods of evaluation data collection are from class observations and using the teacher self-evaluation sheets. The teachers of different teaching course subjects, years of experiences, and positions have different opinions about the methods of evaluation data collection. 5. An ideal application of evaluation results is to provide teachers with a mean of improving themselves. The teachers of different positions and school locations have significant difference on the application of evaluation results. According to the conclusions mentioned above, a number of suggestions were proposed to the educational authorities, teacher training institutions, junior high school teachers and future educational researchers.

The purposes of this study are to explore the phenomena and the methods of Teacher Professional Evaluation (TPE) of junior high school in Kaohsiung City, including the positive efficiency from the TPE, the problems while practicing TPE, and the importance of teachers¡¦ opinions upon the contents of TPE, like appraisal indicators, methods to implement, ways to evaluate, procedures, application of results, opinions upon repeated evaluation, and evaluators. Besides exploring the differential reasons, some related and practical suggestions are also provided in this study to raise the effects of PTE and to develop the teachers¡¦ professional growth. Based on the literature review on teacher performance evaluation of elementary and junior high school in America, England and Australia, this study depends on ¡§Questionnaire upon the Phenomena and the Development of TPE in Junior High School.¡¨ According to the valid sample of 555 respondents of the junior high school teachers in Kaohsiung (72% respondents of 768 questionnairs), the data were dealt with by the software SPSS 8.0 and analyzed by means of descriptive statistics, T-Test, GLM-General Factoril, Pearson Product-moment Correlation, and Chi-Square Test. In this study, ten conclusions are obtained as the following: 1.Junior high school teachers who have been in service for more than 26 years, graduated from university or college, or serve concurrently as directors of offices give more consent to the importance of appraisal indicators. 2.Junior high school teachers highly admit the importance of evaluation contents, especially the class management, the service enthusiasm, the communication with students¡¦ parents and the ability of student counseling. 3.Junior high school teachers pay less approval to the continuous evaluation. 4.Male teachers, teachers in service for one to five years, teachers serving concurrently as directors of offices, teachers in private schools, or teachers in the schools whose number of classes is under 60 highly estimate the positive efficiency of TPE. 5.Almost half the teachers affirm the positive efficiency of TPE, particularly the aspect of teacher professional growth. 6.TPE is more difficult to implement upon the teachers who graduate from teachers¡¦ university or college, the teachers who are in service in public schools, or the teachers in the schools whose number of classes is over 61. 7.More than half the teachers think it very difficult to establish the appraisal indicators. 8.The positive efficiency of evaluation has negative corelation with the difficulty of facing problems. 9.Most teachers accept the ways of evaluation as the following: all the teachers should be evaluated, periodic evaluation depends on necessity, domain representatives participate in the evaluation, and teachers carry on self-examination. 10.Methods of evaluation in private schools are multiple and more efficient. KEY WORDS: Junior High School,Profession,Teacher Professional Evaluation

Thesis (M.A.)--Kuo li Taiwan shi fan da xue. / Mimeo, copy. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 91-99).