Numerous researchers, employing theories from either psychology or economics, have investigated the circumstances under which firms are likely to adopt salary-based versus commission-based compensation plans. This study integrates the most common theoretical bases of salesperson compensation literature into a broad framework labeled the Eclectic Paradigm of Salesperson Compensation (EPSC). The EPSC proposes that there is a positive association between a firm's salary orientation and resource commitment, and a firm's salary orientation and firm control. There should be a negative association between salary orientation and dissemination risk, and salary orientation and salesperson motivation/performance. Twenty-three hypotheses originating from the EPSC were tested using a pretest sample of 48 real estate salespersons and a test sample of 311 real estate salespersons. The data were analyzed using common factor analysis, logistic regression, multivariate analysis of variance, and median tests. Of the 23 hypotheses, 10 were supported, 7 were partially supported, and 6 were not supported. The results suggest that the eclectic paradigm of salesperson compensation is a promising initial step toward developing a comprehensive model for understanding the determinants of salary versus commission.

The immediate purpose of this thesis is to show incomes and current living costs of teachers by geographical areas and to draw justified conclusions based upon statistical data regarding necessary and desirable teachers' salaries. Since the survey made by the Bureau of Business Research, University of Texas, included such widely separated cities as Corpus Christi, Austin, Tyler, El Paso, Lubbock, and Abilene, the different sections of the state are well represented.

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published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / Public Administration / Master / Master of Social Sciences

No description available.

Thesis (Ed.D.)--Boston University

M.Ed. (Education Management) / Participation in an extra curricular activity is today no superfluous luxury, but an imperative social establishment, because, not only does it afford pupils the opportunity to enhance their cultural and educational development, it also presents the school with the opportunity to render a most important service in the task of educating the child to his/her full potential. It also affords the pupil the opportunity for relaxation and this in turn promotes academic progress and has a beneficial effect on the child's self esteem. Extra curricular activity also implies that pupils are enabled to equip themselves for two important dimensions of their adult lives, namely labour and leisure time and it therefore constitutes a indispensable part of the pupils' educational experience. Participation in extra curricular activities thus forms an important basis for socialisation and contributes towards the overall growth of the pupil. Teachers are best qualified to cultivate the potential of pupils, not only in the classroom, but also on the sport field. It is therefore essential that teachers, and not outside persons, be utilized to develop the full potential of pupils, also in the field of extra curricular activities. Teachers have in the past assumed the responsibility of training and coaching pupils. The organized teaching profession has, however, also in the past paid homage to the view that a teacher is a professional person, who receives an all inclusive remuneration for his or her services as professionals practitioner.