This exploratory study examined how women managers in education in Sarawak combine their traditional and professional roles and deal with potential role conflict. The study is set in the context of an increasing number of women managers in education in Sarawak and the issues this raises for their support, if they are to harmonise their roles and advance professionally. The aim of the study is to furnish policy makers at the national and state level with information to formulate a policy document which could be adopted in preparing a strategy for the advancement of women managers, taking into account their dual roles. Both quantitative and qualitative paradigms are employed to provide depth and breadth. The postal survey questionnaire was sent to all the 109 women in the target population: all women heads and deputies in schools, teacher training colleges and the State Education Department. There was a 91.7% response rate. Additionally, eight women managers were interviewed in-depth, together with seven spouses and three other senior women in education, who are influential nationally. The eight women managers also completed time-log diaries for a week. Respondents in the survey questionnaire included managers who, at one time, had rejected promotion. This enabled the perceptions of those who had experienced difficulties in relation to promotion to be analysed, as well as those who had not. Combining the quantitative and qualitative approaches meant that they complemented, supplemented and illuminated each other. The study did not aim, initially, to explore the cultural dimension but it emerged during the interviews that their specific cultural origins (Malay, Iban and Chinese) were a significant determinant of the women managers' perceptions of their dual roles. Indigenous culture was not found to be a barrier to advancement but the research has revealed that when studying women in educational management consideration of individual cultural contexts gives additional insights into their perceptions of their two roles. Interviews with the spouses revealed corresponding views to those of their wives pertaining to women's traditional roles; they also saw complementary roles in the partnership. The close support of the extended family is a significant factor in the study. For the women studied, the boundaries between their personal and professional roles were not clear-cut. Work invaded their personal lives and family needs were perceived as paramount when considering promotion. Values relating to caring and nurturing imbued their professional and personal lives. The different cultural and environmental experiences of the women managers contributed to their varied perceptions of role conflict. Many had developed coping strategies which reduced such conflict and supported their successful performance as workers, wives, mothers and daughters. Impediments to the advancement of women managers are identified and possible courses of future action suggested. Implications for policy makers at the Ministry of Education and State Education Department as well as for future research are highlighted

A two-stage study was conducted which examined role strain and its correlates among technical professional employees in team settings in 14 companies in the United States and Canada. A questionnaire was constructed based on the results of interviews with engineers and managers, and the analysis of simple plot data.

This study is an attempt to discover the church members' hierarchy of ministerial roles and the social significance of their evaluations.

Increases in the employment of women in administrative and managerial careers have drawn attention to a need for research that examines the interdependency of work and family roles, a need that is particularly crucial in the area of academic administration. This was a qualitative study of the strategies and support systems women educational administrators use to deal with the multiple roles they perform in life and work while pursuing doctoral studies. Forty-four women educational administrators enrolled in Virginia Tech's fall 1996 dissertation seminar were selected to participate in a telephone interview. Each participant's responses were recorded and transcribed. Data were sorted using a variable-oriented format. Matrices were used to categorize and analyze the data, note emerging patterns of strategies and support systems, and compare and contrast roles across personal and situational variables. The women in this study cited time as the common factor in most role conflicts occurring during their years of doctoral study. Strategies that centered around time management (prioritize, delegate, compartmentalize,) were used to deal with their multiple roles. Feelings of guilt, stress, exhaustion, and isolation were common. They depended on positive and affective support systems that included family, friends, co-workers, and cohort members to deal with responsibilities of home, work, and doctoral study. A strong sense of commitment, determination, and spiritual faith was credited most often as the one thing that kept them going as they responded to the problems, issues, concerns, and challenges of performing multiple roles in life and work. / Ed. D.

No description available.

No description available.

The purpose of this study was to determine the current level of job satisfaction among professional school counselors working in Virginia public middle schools. In addition, satisfaction levels were compared with previous studies on Virginia elementary school counselors. Although job satisfaction has been widely studied in the past, few studies have focused on professional school counselors in particular. Information regarding job satisfaction is important in order to employ and retain committed school counselors and ensure that students are receiving high quality services. Participants included 255 middle school counselors working in Virginia. Using a demographic survey and a modified version of the Minnesota Satisfaction Questionnaire (MSQ) (Weiss, Dawis, England, & Lofquist, 1967), the following research questions were investigated: What is the overall job satisfaction level of Virginia middle school counselors? What degree of job satisfaction is expressed by Virginia middle school counselors in regard to each of the 20 dimensions of job satisfaction as measured by the modified MSQ? What is the relationship between selected demographic variables and work setting characteristics with the overall job satisfaction of middle school counselors in Virginia? How does the level of job satisfaction of Virginia middle school counselors compare with the level of job satisfaction for Virginia elementary school counselors in 1990, 1995, and 2001? Does the current political and social climate of the public educational system affect middle school counselors' feelings regarding their jobs and performance? Analysis determined that 92.9% of participants were satisfied with their current jobs, with social service being the area of greatest satisfaction and compensation being the area of least satisfaction. Only 7.1% of participants were dissatisfied. These findings are similar to those found in 1990, 1995, and 2001. Using a regression model, the three demographic variables of gender, licensure, and intent to remain in the position, were found to be significant predictors of overall job satisfaction. Female counselors who held a Postgraduate Professional license and intended to remain in their current position for the next five years were more satisfied than other participants. Qualitative responses indicated that middle school counselors were most affected by the current political climate in regard to standardized testing, while the social climate affected counselors in regard to the difficult challenges faced by students. The greatest impediment to the participants'preferred role was an excess of noncounseling duties, while administrators and principals provided the greatest support. Overall, the results from this study revealed that middle school counselors in Virginia were satisfied with their jobs. / Ph. D.

Normative Male Alexithymia (NMA; Levant 1992) and Gender Role Conflict (GRC; O’Neil, 2008) have emerged in the literature as empirically supported masculinity-based constructs that could be possible predictors of men’s psychological well-being. Moreover, several researchers examined the impact of masculinity in the contexts of men’s romantic relationships. Yet, there exists a paucity of research that investigates the intersection of the GRC, NMA, and men’s friendships, and psychological well-being of men. The purpose of this study was to examine the triadic relationship of GRC, NMA, and men’s friendships with other men; and the impact of this triadic relationship on men’s psychological well-being. The researcher collected survey data from 216 participants who identified as male. Data collection included responses to demographic questionnaires, Normative Male Alexithymia Scale (NMAS; Levant et al., 2006), Gender Role Conflict Scale (GRCS; O'Neil et al, 1986), Network of Relationships Questionnaire- Relationship Qualities Version (NRI-RQV; Buhrmester, 1992; Buhrmester & Furman, 2008), and the scales of Psychological Well-Being (SPWB; Ryff, 1989). Bivariate correlations revealed significant correlations among all four variables. NMAS scores yielded a small positive correlation (Cohen, 1988) with the NRI-RQV discordant scales scores (r = .202, p < .01), and a moderate negative correlation (Cohen, 1988) with the total full scale scores of PWB (r = -.427, p < .01). NRI-RQV discordant had a strong negative correlation (Cohen, 1988) with total scores of PWB (r = -.517, n = 216, p < .01). GRCS had a small negative correlation (Cohen, 1988) with the total scores of PWB full scales (r = -.166, n = 216, p < .05). The moderation analysis indicated that GRC significantly moderated the effect of NMA on men’s PWB scores (∆R² = .073, F (1,212) = 20.795, p < .001). High levels of NMA and friendship discords factored in as the best predictor of men’s PWB, and accounted for the 37% variation in overall PWB scores with an effect size of f² = .60. Clinical implications for mental health counselors are discussed based on the study’s results; limitations of the study and future directions are provided.

by Kwong Sau Hung, Sandy. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 114-122). / Acknowledgements --- p.i / Abstract --- p.ii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review --- p.4 / The Concept of Foster Care Service --- p.4 / Foster Care Service in Hong Kong --- p.7 / Local Studies on Foster Care Service --- p.15 / The Importance of Stable Foster Care Placement --- p.17 / Studies on Stable Foster Care Placement --- p.20 / Role Problems in Foster Care --- p.23 / Chapter Chapter 3 --- Conceptual Framework --- p.33 / Role Theory --- p.33 / Theoretical Framework --- p.36 / Chapter Chapter 4 --- Research Methodology --- p.40 / Research Questions --- p.41 / Definition and Measurement of Variables --- p.41 / Structure of Questionnaire --- p.46 / Study Design --- p.47 / Subject --- p.48 / Data Analysis --- p.48 / Chapter Chapter 5 --- Results --- p.49 / Demographic Characteristics --- p.49 / Motivations and Fostering Experience --- p.56 / Psychometric Properties of Measurement --- p.61 / Measures of Major Variables --- p.62 / Relationship between Variables --- p.75 / Chapter Chapter 6 --- Discussion --- p.82 / Demographic Characteristics --- p.82 / Motivations and Fostering Experience --- p.84 / Major Variables --- p.87 / Relationship between Variables --- p.97 / Limitations of the Study --- p.101 / Chapter Chapter 7 --- Conclusion --- p.103 / Chapter Chapter 8 --- Recommendations --- p.106 / Implication for Social Work Practice --- p.106 / Implication for Research --- p.112 / Bibliography --- p.114 / Appendix A Items Measuring Major Variables --- p.123 / Appendix B Questionnaire (Chinese Version) --- p.128 / Appendix C Questionnaire (English Version) --- p.137 / Appendix D Results of Open Ended Questions --- p.146

Working mothers may encounter difficulty combining work and family, particularly as this interface involves child care arrangements. This research investigated the effects of various dimensions of child care support on stress and role conflict in employed mothers. It was hypothesized that as job support, affordability, spousal support, and satisfaction with child care increased, that child care stress, job stress, and role conflict would decrease. The data were derived from a survey (Lane County Dependent Care survey, Emlen, 1990} of women employed in 15 companies in the Lane County, Oregon area. The study sample consisted of 825 full and part-time employed mothers with children under the age of eighteen living in the home. This research analyzed the women's responses to questions pertaining to each of the four dimensions of child care support (four questions}, and two questions on stress (one on child care stress and one on job stress} and one on role conflict. The questions were formatted into Likert-type scales, ranging from three to six points. Crosstabulations were calculated to examine eight hypotheses, four with stress as the dependent variable and four with role conflict as the dependent variable. Hypotheses with job support as the independent variable were supported with moderate positive correlations. Hypotheses involving spousal support were tested using only married women. The independent variable showed no statistically significant correlations with either stress or role conflict. Hypotheses involving affordability were supported by moderate positive correlations between low levels of affordability, and child care stress and role conflict. The last hypotheses used dissatisfaction with child care arrangements as the independent variable. These were supported by moderate correlations regarding child care stress and weak correlations regarding role conflict. Further directions in the examination of relationships between help with child care and the reduction of stress and role conflict for women are suggested.