Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 21, 2005. Dissertation Committee: Mary Ann Lynn (chair), John Brickell, G. Alan Hickrod, Dale R. Jackson, Larry D. Kennedy. Includes bibliographical references (leaves 196-200) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 128-136).

published_or_final_version / Education / Master / Master of Education

No description available.

萬廣祥. / 複印本. / Thesis (M.A.)--香港中文大學敎育學院. / Fu yin ben. / Includes bibliographical references. / Wan Guangxiang. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 引言 / 問題的背景 --- p.1 / 研究的目的 --- p.3 / 研究的意義 --- p.4 / Chapter 第二章 --- 文獻省覽及理論架構 / 中學校長的角色與職責 --- p.5 / 校長的工作範疇 --- p.6 / 校長工作的複雜性 --- p.17 / 校長的角色混淆 --- p.18 / 校長的個人責任 --- p.19 / 校長的工作量 --- p.20 / 過去有關壓力的研究 --- p.21 / 壓力因素 --- p.22 / 工作壓力 --- p.23 / 壓力與個人緊張 --- p.27 / ［個人／環境］協調模式 --- p.31 / 本研究之理論架構 --- p.37 / Chapter 第三章 --- 研究方法 / 假設 --- p.50 / 定義 --- p.53 / 取樣 --- p.56 / 量表 --- p.57 / 數據收集 --- p.58 / 數據分析 --- p.59 / 限制 --- p.59 / Chapter 第四章 --- 分析結果 / 個人背景 --- p.60 / 個人背景與工作壓力 / 個人／環境協調量度分數的分析 --- p.65 / 個人／環境協與緊張的相關 --- p.66 / 社群助力與緊張的相關 --- p.74 / 社會前景與緊張的相關 --- p.75 / 心理緊張與行為緊張的相關 --- p.78 / 緊張與疾病的相關 --- p.79 / 校長的工作壓力因素 --- p.80 / Chapter 第五章 --- 討論、建議及總結 / 討論 --- p.82 / 建議 --- p.86 / 總結 --- p.89 / 參考書目及附錄

The purpose of this study was to identify areas of job stress experienced by public school principals, and elements of the work environment and personal coping mechanisms used to alleviate that stress. Specifically, the study sought to identify sources of job stress as defined by role overload, role insufficiency, role ambiguity, role boundary, responsibility, and physical environment. It further sought to determine the relationship between elements of the work environment as defined by involvement, peer cohesion, supervisor support, autonomy, task orientation, work pressure, clarity, control, innovation and physical comfort and the stress experienced by principals. Finally, it sought to identify effective personal coping resources as defined by cognitive, social, emotional, spiritual/philosophical, or physical.The study population included 124 Indiana public school principals new in their assignments during the 1995-1996 school year. The subgroups of the population were: principals with no previous principalship experience and principals with prior principalship experiences. No other demographic data were included. Three standard instruments were used to gather data. The Occupational Roles Questionnaire (ORQ), a subtest of the Occupational Stress Inventory (OSI) developed by Osipow and Spokane in 1981, identified sources of stress. The Work Environment Scale (WES), developed by Moos in 1981, assessed the work element. The Coping Resources Inventory, developed by Hammer and Marting in 1987, identified personal coping resources effective with new principals.The study found that all principals experienced the greatest amount of stress from role overload and the least amount of stress from challenging physical conditions. However, the levels of stress experienced were not significantly above the level of stress identified by the normative population.The study also found that principals with no previous principalship experience utilized different elements of the work environment to reduce stress than did experienced principals. Non-experienced principals utilized supervisor support, task orientation, and innovation to relieve stress. Experienced principals reported reduced stress from involvement, peer cohesion, and physical comfort.Finally, the study found that principals with no previous principalship experience used different personal coping resources than did experienced principals. Non-experienced principals relieved stress through expression of emotion, cognition, spiritual/philosophical, and physical. Experienced principals reported no significant use of either spiritual/philosophical or physical coping resources. / Department of Educational Leadership

The aims of this study are to establish: • what work satisfaction entails • which factors influence the work satisfaction of the principal according to the available literature • which factors in teaching practice influences the work satisfaction of the principal. To achieve these goals both an empirical and a survey of the literature was conducted. The study of the literature was undertaken from primary and secondary sources. After the characteristics and factors of work satisfaction have been established and discussed, a questionnaire was drafted. From the literature the following factors, the need of acknowledgement, the need to excel, relationships within the school, physical circumstances at work, and the status of the principal were identified as important. A systematic sample was used in which principals of primary schools in the Northern Cape were involved. The information gathered was processed with the aid of a computer. After processing, the data was interpreted and findings were established. According to the findings recommendations were made. The empirical investigation indicated that principals have reasonable work satisfaction but that there still are certain factors that should be addressed. Some of these factors are a healthy relationship with pupils, colleagues and subordinates and the line of communication between the school and Education Department. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the line of communication between the school and Education Department should be improved, and that achievements of the principal in his working environment should be acknowledged more. / Thesis (MEd)--PU for CHE, 1999

The aims of this study are to establish: • what work satisfaction entails • which factors influence the work satisfaction of the principal according to the available literature • which factors in teaching practice influences the work satisfaction of the principal. To achieve these goals both an empirical and a survey of the literature was conducted. The study of the literature was undertaken from primary and secondary sources. After the characteristics and factors of work satisfaction have been established and discussed, a questionnaire was drafted. From the literature the following factors, the need of acknowledgement, the need to excel, relationships within the school, physical circumstances at work, and the status of the principal were identified as important. A systematic sample was used in which principals of primary schools in the Northern Cape were involved. The information gathered was processed with the aid of a computer. After processing, the data was interpreted and findings were established. According to the findings recommendations were made. The empirical investigation indicated that principals have reasonable work satisfaction but that there still are certain factors that should be addressed. Some of these factors are a healthy relationship with pupils, colleagues and subordinates and the line of communication between the school and Education Department. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the line of communication between the school and Education Department should be improved, and that achievements of the principal in his working environment should be acknowledged more. / Thesis (MEd)--PU for CHE, 1999

No description available.

The problem with which this investigation is concerned is that of determining the nature of the differences and relationships between self-reported levels of stress and job satisfaction of elementary and secondary school principals in a selected school support region. This research effort employed a co-relational design. A random sample of 100 elementary and 100 secondary school principals were selected to participate in the study, for which the response rate was 93 per cent. The principals were mailed the Morse Index of Employee Satisfaction and the Spielberger State-Trait Anxiety Inventory, Part A, and asked to assess their own job satisfaction and stress levels.