This research wanted to test if the Job Characteristics Model was good to study school principals' motivation in the province of Quebec. To run the study, the Job Diagnostic Survey created by Hackman and Oldham was used to collect school principals data. To this questionnaire, a part was added to collect sociodemographic data. Using these data, one way analysis of variance was used to find out if there were significant differences between the means of school principals. / The results obtained indicate that the Job Characteristics Model is not exactly the right means to study school principals' motivation. But the analysis of variance revealed some significant differences between the means of the school principals.

The purpose of this study was to investigate the job satisfaction of secondary of secondary school principals in Hong Kong and the relative importance of the factors that contributed to these principals' job satisfaction. A qualitative approach was used. A Delphi process and focus group discussions were employed to generate data for analysis and interpretation. The nature and causes of the principals' job satisfaction were disclosed. Each of the focus group participants was involved in the development, implementation, and reflection of a plan of action to sustain or enhance his or her job satisfaction. / Two groups of principals were involved in the research. The first group of principals went through a Delphi process. The second group of principals participated in the focus group discussions. The data generated were analysed to produce a comprehensive view of the tasks of principals and their satisfaction or dissatisfaction with the work they were doing. / It was recognised that the principals played multiple roles and their work was characterised by a wide variety of activities. Several major factors of job satisfaction and job dissatisfaction were identified. Most of the factors identified accounted for both job satisfaction and job dissatisfaction. The finding, besides giving no support to the two-factor theory of Herzberg, suggested that the principals took up their job not for bread alone. The students and teachers were the concern of the principals. The latter found their satisfaction in the people they worked with. The study succeeded in filling a gap in the research on job satisfaction of principals and had its contribution to knowledge as well as practice. / Interpretation of the combined Delphi and focus group data yielded two major factors of both job satisfaction and job dissatisfaction. A principal's feeling of job satisfaction or job dissatisfaction came from the positive or negative aspects of student performance and staff attitude and professionalism. The identification of student performance as a major constituent of job satisfaction or job dissatisfaction was significant. It implied that a shift to emphasis on the students would be valuable and able to yield fruitful results. / Four cases of attempts to maintain or enhance one's affinity for and satisfaction with the job as a principal were presented. It was shown that the 'four frame model' of Bolman and Deal (1997) could be adopted to interpret the findings obtained from the reflections of the principals on action plans they followed. The Chinese culture which emphasised relationship also had a bearing on the findings obtained. Although the different principals in this study had different foci when deciding their actions, they all focused on the inter-personal or human resource aspect of leadership. Their concerns started from the students and teachers. The ultimate intention was to improve the schools where they worked. They felt satisfied when they they witnessed improvement in their areas of concern. / The study employed Western research findings and methodologies in Hong Kong school settings. The findings show that a happy blend of some Western ideas and Eastern practices was used to bring about recognisable enhancement of the principal's job satisfaction and of the quality of the educational interactions among the staff in their schools. / Based on the findings and experience developed from the study, some recommendations were offered. / Thesis (PhD)--University of South Australia, 2004.

Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Nov. 7, 2007). Includes bibliographical references (p. 138-142).

Thesis (Ed.D.)--University of Tulsa, 1992. / Bibliography: leaves 93-100.

Thesis (Ph.D.)--University of Tulsa, 1992. / Bibliography: leaves 92-96.

Thesis (Ph.D.)--University of Tulsa, 1993. / Bibliography: leaves 129-134.

Thesis (Ph.D.)--University of Tulsa, 1993. / Bibliography: leaves 129-134.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 199. / Includes bibliographical references (leaves 170-178).

Thesis (Ed.D.) -- Central Connecticut State University, 2008. / Dissertation advisor: Judith Faryniarz. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 184-192). Also available via the World Wide Web.

Thesis (EdD ) -- Australian Catholic University, 2006. / Submitted in partial fulfilment of the requirements for the degree of Doctor of Education. Bibliography: p. 122-126. Also available in an electronic version via the internet.