This study utilizes a national survey to measure the job satisfaction of juvenile facility directors. The prior literature has focused on the experiences of line personnel within the adult correctional system, and this research serves to provide new information regarding this specific population. The current study will address the predictors and correlates of a director's job satisfaction. It is hypothesized that specific characteristics within the organization will predict job satisfaction. Issues regarding staff within an institution and their effect on a director's job satisfaction are the focus. Results indicate that staff issues significantly contribute to the job satisfaction of a director. Specifically, this research can be used to understand facility director retention, staff and juvenile related issues, and the effect of job satisfaction on criminal justice policy issues.

This national study, focusing on job satisfaction within juvenile facility directors, was conducted by the means of a survey. The study is longitudinal in nature; the survey was conducted in 1995 and 2000. Other past studies have focused on line level employees, guards, and the juveniles, but few have concentrated on juvenile facility directors. Literature on directors is currently lacking, this continuous study will give a better ongoing perspective of their attitudes and beliefs. Findings from this particular study will help to address current concerns inside of the system, starting at the apex. The survey's goal is to correlate factors that have a direct impact on their job satisfaction. Results indicate that staff issues have a dramatic impact on a director's job satisfaction.

The purpose of this study was to develop and test a conceptual model of teacher job satisfaction based on prominent job satisfaction theories in business and industry, but focused primarily on the theory of Frederick Herzberg. The variables selected for inclusion in the model were identified from a review of teacher job satisfaction literature and represented both the professional environment of the teacher and the potential for professional development. The Schools and Staffing Survey, an extant database from a national sample, provided the data for the path analysis procedures used in this study. Separate models were analyzed for general and special educators and for elementary and non-elementary general educators. The path analysis results suggested that the administrative climate (i.e. leadership, teacher participation in decision-making, teacher autonomy) had the greatest effect on perceptions of job satisfaction for both general and special education teachers. Peer support (perceived support from parents and colleagues) also appeared to have a significant direct effect on job satisfaction for general educators. An increase in teaching experience was associated with a decrease in both desire for professional development incentives and job satisfaction. In addition, the descriptive results indicated that very few respondents were currently receiving any type of career incentives. The results of the study also indicated a lack of substantive evidence that salary, teaching assignment, and education level of teachers have an impact on job satisfaction. The study concluded with the suggestion to school policy makers that the development of a working environment that includes teachers in decision-making, increases teacher autonomy, provides leadership and support, and promotes an atmosphere of collegiality may lead to increased levels of job satisfaction. / Ed. D.

Ten years have elapsed since the last comprehensive national study of school psychologists' job satisfaction. During this time, a number of forces have affected the field. Practice issues, program changes, and personnel concerns have had the potential to change the working environment and activities of the practicing school psychologist. This study was designed to survey the level of job satisfaction of a national sample of school psychologists, and compare the current level of job satisfaction with that of school psychologists in 1982. Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Four hundred and forty psychologists were mailed survey materials, and 81.5% responded. Of those that responded, 228 full-time practitioners employed in the schools were included in the data analysis. The survey results indicate that 86% of the practicing school psychologists are either satisfied or very satisfied with their jobs, with only 14% indicating that they were dissatisfied with their jobs. School psychologists are satisfied with most aspects of their jobs as measured by the 20 scales of the Minnesota satisfaction Questionnaire. School system policies and practices and opportunities for advancement were the only two scales with which the group was dissatisfied. Four demographic variables combined to predict increased job satisfaction: female gender, national certification, private practice and intention to remain in the current job for the next five years. The level of overall satisfaction for the 1992 and 1982 groups is almost identical. While the order varied somewhat, both groups are most satisfied with the same six factors, and least satisfied with the same seven factors. The present group of school psychologists is more satisfied with it’s opportunities for advancement, opportunities to direct others on the job, the technical quality of the supervision received, and job security than was the group in 1982. Several implications and recommendations were drawn from the study. These included further attention to preparing school psychologists for supervisory roles and private practice; investigation of non-administrative opportunities for advancement and job enrichment for practicing school psychologists; and further study of gender differences in job satisfaction and the job satisfaction of school psychologists employed in non-school settings. / Ph. D.

Estimates indicate that Asian nurses have become the majority of international registered nurses (RNs) working in U.S. Studies have shown that differences in values exist between members of collectivistic cultures, such as those in Asian countries, and members of individualistic cultures, such as those in most Western countries. The purpose of this study was to understand factors related to turnover among Asian RNs working in the U.S.: level of collectivist orientation; perception of practice environment; degree of organizational commitment, and intention to leave current job. The research design was cross-sectional, correlational, and descriptive. A temporally ordered model was developed using the research literature and well-established instruments measured Asian RNs' level of collectivist orientation (Collectivist Orientation Scale), perception of practice environment (Practice Environment Scale of the Nursing Work Index), organizational commitment (Organizational Commitment Questionnaire), and intention to leave current job (Anticipated Turnover Scale). A snowball of 120 RNs was obtained. Descriptive, Pearson correlation, hierarchical regression, and the Sobel test were used to analyze data. Results showed that Asian nurses were highly collectivist-oriented. Generally, they had high levels of satisfaction with their practice environment and organizational commitment, but had low intention to leave their current jobs. Collectivist orientation, perception of practice environment, and organizational commitment were significantly and positively correlated to each other, but were significantly and negatively associated with intention to leave. The strongest predictor of intention to leave was organizational commitment. Organizational commitment mediated the relationship between perception of practice environment and intention to leave. It is important for administrators to understand characteristics of members of collectivist cultures and their organizational commitment. This may be crucial for administrators to lower the rate of turnover among Asian RNs. Future research should focus on longitudinal and controlled interventional studies to understand Asian nurses' satisfaction with their practice environment and their organizational commitment.

The main purpose of the study was to explore the relationships between self concepts of beginning teachers as measured before and after an internship year. The second purpose of the study was to examine whether there were significant differences between beginning elementary teachers' expectations/experiences, attitudes and views before and after a year of participation in the Beginning Teacher Internship Program. A comparison of differences in perceptions between the findings obtained from the beginning elementary teachers and their cooperating principals was also conducted.The populations for the study included 138 beginning elementary teachers and 120 cooperating principals.Nine research questions were developed and tested using the data from participants who responded to this research. The t test at the .05 level of significant difference was administered in this study.The following results were obtained:1. There were no significant differences in the self concepts of beginning teachers from before participation in comparison to those self concepts held after a year's participation in the Beginning Teacher Internship Program as measured by the Self-perception Inventory. Within the instrument, three items of 36 yielded significant differences.2. There were significant differences before the start of the internship year between the expectations (7 of 12 items), attitudes (6 of 10 items), and views (3 of 3 items) held by beginning teachers and those held by their cooperating principals. Beginning teachers held more positive expectations, attitudes and views than did their cooperating principals.3. There were significant differences in 11 of 12 items after a year's experience with BTIP between the reported experiences of beginning teachers and the observed experiences of beginning teachers as reported by their principals. Beginning teachers reported more positive experiences than their principals.4. There were significant differences between the expectations/experiences (11 of 13 items), and attitudes (6 of 10 items) held by beginning teachers before and after participation in the BTIP.The educational implications of these findings were presented. Recommendations for further research and replication were also presented. / Department of Educational Leadership

Principal support enhances the work-place environment and encourages teachers to do their best. Little is known, however, about the support behaviors of principals that teachers perceive to be important. Previous studies have focused on the 'broad concepts' of principal support without addressing specific behaviors. Therefore, a more comprehensive investigation is needed into what general and special education teachers consider important principal support behaviors. The purpose of this study was to identify the support dimensions that both general and special education teachers perceive that they receive from their principalS and determine which dimensions they consider most important. A secondary purpose was to investigate the effects of perceived principal support on teacher stress and personal health, job satisfaction, school commitment and intent to stay in teaching. / Ed. D.

This study investigates the incentive categories related to job satisfaction for full time faculty in postsecondary institutions in the United States. The data for the analysis is from the 1988 NSOPF conducted by the U.S. Department of Education. Using secondary analysis of the data a job satisfaction index was derived from the responses to the twenty-nine subquestions in question 19 of the faculty questionnaire. Three incentive categories, financial, job related, and personal, provided the context in which job satisfaction was explored. The research questions focused on job satisfaction in the three incentive categories relating to research and teaching, institutional type, and academic rank. The major conclusions of this study are summarized as follows: full time faculty in postsecondary institutions are: Less than dissatisfied with research opportunities across institutional types and academic ranks; Satisfied with the same amount or less teaching opportunities across institutional types and academic ranks; More job satisfied at two year institutions in all three incentive categories, financial, job related, and personal; Satisfied with the type of institution in which they are presently employed and are less likely to leave for a different type of institution; Satisfied as full professors for all three incentive categories, financial, job related and personal; Least satisfied as associate professors for personal incentive category; Least satisfied as assistant professors for financial and job related incentive categories. / Ed. D.

by Ting Kwok-Fai. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1985 / Bibliography: leaves 123-126

The purpose of this study was to examine if Division I Collegiate Athletic Trainers' (ATs') perceived.quality of their relationship, with a head coach, is associated with total job satisfaction. The study was driven by three questions: 1) Does a correlation exist between ATs' perceptions of the quality of the coach-AT relationship and total job satisfaction? 2) Will either the direct or the meta-perspective held by the AT be significant predictors of overall job satisfaction? and 3) Will ATs' assumed similarity be a significant predictor of overall job satisfaction? In order to examine this issue, ATs assigned to NCAA division I institution's baseball or softball team were given a compendium survey. The survey was composed of the Job Satisfaction Survey (Spector, 1994), a modified Coach-Athlete Relationship Questionnaire (CART-Q) (Jowett & Ntoumanis, 2004), and a modified meta Coach-Athlete Relationship Questionnaire (meta CART-Q). The surveys measured ATs' total job satisfaction.and satisfaction with various job sub factors, and their direct and meta-perspectives of their relationship with their coach, respectively. Correlational and regression analyses were used to determine the influence and predictability of aspects of a quality relationship to total job satisfaction. The findings demonstrate that ATs' perception of the quality of certain aspects of their relationship with a head coach is related to overall job satisfaction. This indicates that greater efforts need to be taken to improve overall coach-AT relationship dynamics. Improving the dynamics is needed to improve conditions that can cause unacceptably low levels of job satisfaction, which lead to burnout and attrition. The quality of the coach-AT relationship and its impact on Job satisfaction needs to be recognized as a contributing factor to AT job satisfaction. Understanding the coach-AT relationship can help direct measures to address decreased job satisfaction levels and stave off attrition in athletic training.