While scholars have investigated the impact of school start times on adolescent students, there is limited research on how school start times affect teachers. In addition, recent reports of declining teacher morale emphasize the need for further study on influences of teacher satisfaction. Using secondary analysis of data from the 2017–18 National Teachers and Principals Survey (NTPS), this study measured relationships between school start times and other characteristics of responding teachers (n = 44,319) and their schools. The results identified trends in school start times by school level and community density. In addition, a statistically significant positive relationship between school start time and teacher satisfaction was found, as well a statistically significant negative relationship between school end time and teacher satisfaction. These findings suggest a need for further research on the association between school schedules and teacher satisfaction, but other variables appear to have a stronger influence on teacher satisfaction, such as teacher engagement in professional development. / Educational Leadership

The purpose of this quantitative study was to investigate the factors that influence the morale levels of teachers in the public school systems of 3 contiguous counties in rural northeast Tennessee. The level of teacher morale was measured using the Purdue Teacher Opinionaire. Data associated with the Tennessee Value-Added Assessment System (TVAAS) teacher effect score, grade level taught, years of service, gender, and level of education were gathered. The morale score and the teacher effect score were then examined to ascertain if there was a relationship with the other factors. Data from this study were examined using the Statistical Process for Social Sciences (SPSS) data analysis program. By determining if there was a relationship between teacher morale and factors such as Tennessee TVAAS teacher effectiveness scores, grade level taught, years of service, gender, and level of education, further research could be completed related to indentifying and improving the morale of teachers in rural northeast Tennessee. Improved teacher morale might increase student learning. The sample for this study consisted of 209 licensed teachers who were employed in rural northeast Tennessee during the 2011-2012 school year. Four research questions were used to direct the study and 20 hypotheses were used to test the data. The findings revealed that the overall level of teacher morale was significantly positive. There was not a significant relationship found between teacher morale levels and the TVAAS teacher effect scores. There was no significant difference in teacher effect scores by years of experience nor by level of education. A significant relationship was found between TVAAS teacher effect scores and the grade level taught. It appears individuals who teach at the secondary level had significantly lower TVAAS teacher effect scores than teachers who teach at the elementary and middle levels. There was not a significant relationship found between teacher morale level and the teachers' levels of education and gender. However, there was a significantly negative relationship between teacher morale level and teachers' years of experience. A significantly negative difference was also found in the relationship between teacher morale level and grade level taught.

The purpose of this study is to build a conceptual framework to explain the influence of team building among elementary school teachers to improve teacher morale. This framework is intended as the foundation for a team building model to provide principals and teachers with a guide for implementing sound team-building activities into inservice training and throughout the school year. What are the best practices for implementing team building and how can these practices encourage teachers to have a more positive outlook on their profession? The variables include school environment, school climate, different principals, principal changes, years of teaching experience, teaching and planning time, school populations, and types of student programs at the school. This qualitative case study was conducted using interviews of administrators and teachers from 7 public elementary schools located in Southern Appalachia to discover how teambuilding activities influenced their perceptions of teacher morale. School observations captured the climate of the schools and each school's School Improvement Plan (SIP) and Staff Development Plan were examined. The researcher coded transcripts into themes, patterns, and the following conceptual constructs: (a) communication, (b) change, (c) building community, (d) acknowledgement, (e) work morale, (f) time, (g) team building, and (h) teamwork. Findings confirmed that administrators and a majority of the teachers showed evidence of high morale. The administrators reported that team-building activities at their school promoted open communication and a positive working environment. Ninety percent of the teachers discussed that team building brought the faculty together and improved communication and the overall climate of the school. Ten percent of the teachers interviewed came from 2 schools that had vertical team meetings during their planning time. They complained that vertical team meetings were a waste of time. For the most part team-building activities incorporated in the schools influenced keeping teacher morale high. Many teachers welcomed opportunities to work with their coworkers on school decision-making teams as well as in off-campus socializing.

Profit, ergonomics, safety, employee morale, quality, efficiency, and productivity are critical components that greatly impact company success within manufacturing organizations. Therefore, it is essential that a valid and reliable systematic approach that encompasses all of these factors be developed for use by top management in today's rapidly changing manufacturing environment. Organizational-level decisions made based upon a single goal or narrow perspective that only considers one of the aforementioned components, such as profit, while ignoring others, such as employee morale, have proven harmful to the long term viability and success of manufacturing companies. Often organizational leaders are not adequately equipped to consider multiple factors that are pertinent to company success due to the complexity associated with considering a large number of organizational variables and the lack of quantitative tools and techniques to assist in this process. Thus, valid, reliable and readily available tools, methods, and techniques for integrating into decision making multiple components of profit, ergonomics, safety, employee morale, quality, efficiency, and productivity are highly needed in today's complex manufacturing business environment. This research responds to the need to develop quantitative models by creating a company success index. This index was developed using an approach to analyze and evaluate multiple factors at the strategic, tactical, and operational levels of an organization that are essential to achieve company success in manufacturing enterprises. The resulting company success index model was validated using information on market share (Specificity = 0%, Sensitivity & Accuracy = 87.5%). Future research related to this topic area should include additional studies to expand upon model validation and verification techniques.

Problems that face teachers, especially those in secondary schools, are discussed. How they have developed over the years to what is now considered to be a crisis level, the increase in absenteeism and illness of the teaching force are also reviewed. A review of existing material explains the nature of stress. The psychobiological aspects are reviewed paying particular attention to the many coping mechanisms that the person will employ and explains how perceptions of situations can play a vital role. Factors that create stress for the teacher are discussed and categorised into familiar sections including pupils, working conditions, working in an organisation, the effects of management, the self concept and role conflict. Selection, training, assessment, pay and promotion are dealt with together in an additional category. Results from a Questionnaire completed by teachers from four local education authorities provides additional material to be considered and reinforces many of the previous claims and observations. After the findings are discussed, conclusions and recommendations are made for the improvement of morale and the reduction of stress in the teaching profession. Many of the conclusions made are linked closely to the self concept of the teacher. This self concept appears to be the focal point at which the problems besetting the teacher meet and are dealt with in either a positive or negative manner. Many of the recommendations made have the effect on the self concept of the teacher as a prominent feature. The stress provoking situations experienced by teachers seem to be reaching unacceptable levels. The physical and mental welfare of teachers is called upon to be monitored in order to reduce the harmful effects that poorly motivated teachers may have on pupils and in order to reduce the physical and mental difficulties apparently being suffered by the teaching profession.

This thesis examines the importance of employee perceptions of their organisation¿s visual corporate identity (VCI) particularly the symbolic ¿corporate logo¿. Employees¿ views of the logo reveal their perceptions of the organisation itself (Henderson and Cote 1998:15, Olins 1995:73) so are an important indicator of their positive or negative feelings towards their establishment. Previous research recognises the significance of employees¿ opinions, but has overlooked their perceptions of the VCI. In education, external marketing (including VCI) is of growing interest but there has been little concern with internal marketing. Methodology A mixed methods, sequential, explanatory case study into a UK independent school was undertaken. Quantitative data was obtained from questionnaires, distributed to the schools¿ employees and qualitative data from interviews; analysis reveals convergent and divergent findings.Findings The majority of the schools¿ employees consider the corporate colours and logo important, associate positive meanings with the logo and were proud to be linked to the school by wearing branded items. Employees felt affiliation for the logo and considered the VCI to be strong although responses differed depending upon gender, full or part-time employment, department, seniority and length-of-service. A new model has been developed, the IMP Test, that reveals the perceptions; the importance, meanings, and pride that employees attach to their VCI. Implications These findings reinforce and add to previous research of employee perceptions of their VCI (particularly in education) and it follows, towards their organisation. Utilising this approach, managers can gain a deeper understanding of employee perceptions which has implications for morale and motivation.

No description available.

Tra Paley e Bentham l’utilitarismo attraversò, nel giro di pochi anni, la sua linea d’ombra, e pur mantenendo dei tratti riconoscibili di continuità mutò in modo evidente la propria configurazione e organizzazione teorica. Nella prospettiva della storia di questa peculiare dottrina, lo scoccare di uno dei più importanti momenti di passaggio della modernità si può collocare con una certa precisione, tra il 1785 (l’anno della pubblicazione dei Principles of Moral and Political philosophy di Paley) e il 1789 (l’anno della pubblicazione della Introduction to the principles of Morals and Legislation di Bentham, e che evidentemente è significativo anche per altre clamorose manifestazioni di novità nel mondo istituzionale e politico). Anche in quella peculiare elaborazione collettiva che fu in quel periodo il dibattito che portò alle più importanti prese di posizione pubbliche degli utilitaristi inglesi, si può situare in quegli anni il momento in cui il progressivo “disincanto del mondo” si è fatto concezione generale e sistematica della vita associata degli uomini e del mondo cui essi appartengono. Proprio il passaggio, nel volgere di pochi anni, dall’utilitarismo di Paley a quello di Bentham, comportò – partendo da elementi dottrinali molto simili – una concezione completamente nuova della legittimazione dell’autorità, e una parte rilevante di questo spostamento teorico ed ideologico riguardò questioni apparentemente eterogenee, quali il tema dell’origine del mondo, l’opportunità o meno di prestare giuramento nei tribunali, l’analisi della coerenza logica del catechismo impiegato nell’istruzione religiosa inglese e l’indirizzo esatto della casa di un certo Anania, oscuro abitante della Damasco del primo secolo dopo Cristo.

With the declining presence of African-American teachers in the teacher workforce, it is necessary to examine plausible causes for this phenomenon. Previous research suggests that most African-American teachers teach in high minority, high poverty schools. Consequently, they face substantial challenges related to student achievement and social and cultural disparities. No Child Left Behind is an education reform policy designed to bridge the gap between the educational disparities which exist, placing emphasis on teacher accountability and student achievement. The accountability requirements established by NCLB have generated significant pressure for teachers, particularly African-American teachers in struggling schools who must make Adequate Yearly Progress in order to avoid federal sanctions and public labeling as failing schools. Therefore, since African-American teachers often teach in schools most affected by NCLB, an examination of their experiences regarding various aspects of the law and its affect on teacher morale is essential to understanding the far-reaching implications of education reform. The focus of this study was to gain a deeper understanding of how NCLB has affected teacher morale for African-American teachers in low-performing middle schools. Specifically, a phenomenological, qualitative method was used to capture their experiences in an effort to uncover the realities these teachers face in the classroom. The overall objective of this study was to develop a richer awareness of what it means to teach in underperforming schools, while seeking academic excellence within them. Results from this study generated five themes related to teacher morale among African-American teachers in low performing middle schools. An examination of these themes indicated that teacher morale among African-American teachers in low performing middle schools was influenced by NCLB due to published test scores and NCLB’s inability to address the social and cultural disparities that exist in education. However, despite the challenges of NCLB, African-American teachers remained dedicated to their calling as teachers seeking to help their students succeed despite the odds.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.