The purpose of this study was to determine whether elementary teacher morale is related to teacher freedom to make decisions and give input into their work and work environment. Additionally, the study attempted to determine whether teacher decision making freedom varies with age, gender, number of degrees, years of experience, or special teaching assignment.

In this dissertation the findings of a survey on 100 inner-city independent school educators, concerning the factors that affect the level of job satisfaction are presented. It was found that educators derive most of their job satisfaction from interpersonal relationships. Dissatisfaction was mainly the result of low salaries, low status in the community, poor facilities and lack of security. Most of the educators were looking for alternative employment and regarded employment in public schools as a much better option. Recommendations were made to principals on how to improve the factors that affect the level of job satisfaction for educators. / Educational Studies / MED (EDUC MANAGEMENT)

published_or_final_version / Education / Master / Master of Education

本研究的主旨是在探討臺北縣市校長家長式領導與教師士氣之關係，希望藉由理論探討與實徵研究的結果，提出建議做為校長領導學校行政，提高教師士氣的參考。 本研究採文獻探討法與問卷調查法並用，以臺北縣市公立國民中學121所，公立完全中學27，國立完全中學3所，私立中學32所，共計183所公立國民中學（含完全中學）為研究範圍。問卷發放550份，實際回收360份，有效問卷280份，佔全部問卷的51.6%。問卷回收後以描述性統計分析、t考驗檢定、單因子變異數分析與Scheffe' 法、逐步多元迴歸分析等spss統計方法進行資料分析。 本研究主要發現歸納如下： 一、校長家長式領導行為以德行領導最高，仁慈、威權領導次之；教師士氣以「行政管理」、「師生互動」、「專業自主」、「教學設備」、「工作投入」、「人際關係」、「工作滿足」、構面為高程度，其次「合理負擔」、「組織認同」、「團隊精神」構面為中程度。 二、任職學校在私立中學的教師對於校長仁慈領導、德行領導及威權領導均優於任職公立學校的教師。教師士氣在「行政管理」、「師生互動」、「教學設備」、「合理負擔」、「工作投入」、「團隊精神」、「工作滿足」、「組織認同」顯著優於任職公立學校的教師。 三、教師士氣構面，行政管理與師生教學互動影響教師士氣最大。教師的人格特質及教育熱忱最能表現在教師個人士氣，行政管理及師生互動最能影響教師士氣，過多教學限制或教學衝突都不利教師士氣。 四、校長的「仁慈領導」最能正向影響教師士氣；校長的「威權領導」最能負向影響教師士氣；標準化線性方程式教師士氣＝0.433「仁慈領導」－0.267「威權領導」＋0.123「德行領導」 最後依據研究發現及結論提出建議，供教育行政機關、校長領導學校提高士氣及未來相關研究之參考。 關鍵字：家長式領導（Paternalistic Leadership）、教師士氣(Teacher Morale) / The goal of this study is about the relationship between the principals’ paternalistic leadership and teachers’ morale in Taipei city and county, and make conclusions and suggestions practically, hoping to offer some references to principals’ leading educational administration to improve teachers’ morale. In this study, literature review and questionnaire survey method are utilized and the samples are 121 public junior high schools, 27 public secondary schools, 3 National Secondary Schools , 32 private secondary schools, for a total of 183 public junior high schools (including the complete secondary schools) in Taipei City and Taipei County. 550 questionnaires were issued, the actual recovery of 360 copies, 280 copies of valid questionnaires, representing 51.6 percent of all questionnaires. After the questionnaires were recovered, the author adopted spss statistical methods such as descriptive statistical analysis, t test , one-way ANOVA ,Scheffe' method, and multiple regression analysis etc. for data analysis. The major findings of this study are summarized as follows: First, the principal acts of paternalistic leadership to the leadership of the highest virtue, charity, followed by authoritarian leadership; the morale of teachers to "administrative," "teacher-student interaction," "professional autonomy", "teaching", "job involvement", "interpersonal relations "," job satisfaction ", dimensions for a high level, followed by a" reasonable burden "," organizational identification "," team spirit "for the level of dimensions. Second, the incumbent in the private secondary school teachers for the principals benevolent leadership, moral leadership and authoritarian leadership are better than public school teachers serving. Morale of teachers in the "administration", "teacher-student interaction," "Teaching equipment", "reasonable burden", "job involvement", "teamwork", "Job Satisfaction", "organization that" significantly better than public schools serving teachers. Third, the morale of teachers, administrators and teachers and students affect the morale of teachers teaching the most interactive. Personality traits of teachers and education the most dedicated individuals in the morale of teachers, administrators and teacher-student interaction can affect the morale of teachers, too many restrictions on teaching or teaching conflicts detrimental to the morale of teachers. Fourth, the principal of "benevolent leadership" the most positive impact on the morale of teachers; principals "authoritarian leadership" the most negative impact on the morale of teachers; the standardization of teacher morale linear equation = 0.433 "benevolent leadership" -0.267 "authoritarian leadership" +0.123 "moral leadership" Finally, based on findings and conclusions of this ,we make recommendations for executive, leadership of school principals to improve the morale and future research reference.

Teacher Job Satisfaction and School Leadership by Saroya N. Pendleton-Brown MSA, Fayetteville State University, 2011 BBA, Baker College, 1993 AAS, Jordan College, 1991 Doctoral Study Completed in Partial Fulfillment of the Requirements for the Degree of Doctor of Education August 2019 The problem in a middle eastern school was the high annual rate of teacher attrition, which is above 25% per year. The purpose of this qualitative case study was to examine teacher perceptions of the attrition rates as they relate to the school leadership style at this study site. Herzberg's theory of motivation, which provides insights regarding job satisfaction, served as the conceptual framework that guided this study. The research questions were developed to examine teacher perceptions about administrative influences on teachers' job satisfaction and the programs and services they believe may enhance morale. A case study design was used to capture the insights of 10 purposefully selected teachers from the target school to conduct semi-structured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and a process to identify convergence and divergence. The findings revealed that participants preferred leadership styles that were supportive, and they placed a high value on teacher input. A professional development program was designed to educate participants on the connection between leadership styles and teacher attrition. This program may contribute to positive social change by guiding educational leaders to establish an enhanced learning environment that is responsive to the social, cultural, and ethnic differences of the teachers in the middle east.

Using a multimethod approach, this study set out to examine the concept of faculty morale - what it is, what affects it, and how to improve it - in the setting of the four South Pacific tertiary institutions owned and run by the Seventh-day Adventist (SDA) Church. Based on three research questions and three major expectations, the study, done between October 1997 and March 1998, was carried out in two stages representing the two models of research - quantitative and qualitative. The study confirmed the multi-faceted and complex nature of morale as well as the close relationship between this concept and that of job satisfaction. While faculty morale appeared better in some institutions than others, the data reported in this study indicate that faculty morale overall seemed to have suffered due to a variety of factors. Most notable among these was the perceived leadership style of senior administrators as manifested through a range of activities and attitudes comprising their willingness or otherwise to share power with the faculty, to follow a satisfactory process of consultation, to allow adequate academic freedom, to promote faculty participation and representation in institutional policy- and decision-making, and to communicate openly with academic staff. Faculty satisfaction or dissatisfaction with the above and other aspects of their senior administrators' leadership style, along with their satisfaction or dissatisfaction with other aspects of their work, were the principal factors linked to faculty morale. The surprising absence of a significant relationship between faculty morale and a religious-oriented commitment among SDA faculty members suggests that religious commitment and morale may, to a large extent, operate independently of each other. Although religious commitment was shown to be very solid among SDA faculty members, the study indicates that this type of commitment has its limits and may be unrelated to commitment to a particular institution. Implications of these findings were drawn out for administrators of the SDA Church in the South Pacific and the on-site administrators and faculty at each of the four institutions studied. The study also contributed to the theoretical understanding of the concept of morale and proposed areas for further research.

This study arose out of an experience with an amalgamation of two high schools in the ACT in the early 1990s. The amalgamation process took two and a half years from the time the decision was made to close one of the schools until the new school was consolidated on one site. The change processes impacted on many areas of teachers' work and this, combined with the emotional aspects of being in a school which was closing, flagged teacher morale as an issue requiring attention. The study involved seeking responses to a questionnaire and interviewing teachers involved in the amalgamation. The interview data was then grouped by issue and the responses from teachers analysed and compared with related research literature. Research indicated that leadership style and effectiveness impacts most heavily on the morale of teachers undergoing major change such as school closure/amalgamation. This was substantiated by this study. The decision, by the principal, to close both schools and create a new school, retaining aspects of the culture of the original schools was clearly favoured over the alternative suggestion, by the ACT Government, of the swift closure method and the absorption of students into an existing school. The outward signs of a new school; name; logo; uniform; the involvement of the community, the degree of shared decision-making, the refurbishment of the buildings, the new curriculum and associated policies and the management of resources were found to contribute positively to teacher morale. A lack of consultation prior to announcing the closure decision, a failure to acknowledge the need of some teachers to grieve for the loss of their school and a lack of activities to mark the final days of the schools involved have been identified as having the greatest negative effect on teacher morale in this study. Maintenance and effective use of the buildings vacated by a closing school has also been raised as an issue affecting the morale of the teachers from that school. This study has implications for future school closures or amalgamations from the points of view of maintaining of the morale of teachers, and also that of students

Thesis (Ph.D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

The education system in South Africa is undergoing vast changes in the post apartheid era. These include amalgamating the previously segregated departments, developing disadvantaged schools, financial cut-backs and the implementation of the controversial Right Sizing Document (1996). Kwa Zulu-Natal currently has a severe shortage of education facilities. Many children are not attending school and there is a dire need for qualified educators. Outcomes Based Education is being phased in, concurrently with the other changes. Despite this, the Right Sizing Document calls for a reduction in teaching personnel. It is unclear how reorganisation and the prospects of redundancy and redeployment have affected teachers. The aims of this study were to determine teachers' mental health status, stress levels and incidence of burnout during a period of major transformation and to explore teachers' perceptions of the changes. The researcher used a descriptive cross sectional design. A sample of 217 teachers was used, from urban primary and secondary government schools in the Pietermaritzburg North region. Data were collected using two standardised self-report measures, the General Health Questionnaire (Best 30 item version) and the Maslach Burnout Inventory. Teachers were also asked to respond to a list of statements on Redundancy and Reorganisation Issues, designed by the researcher. The data were analysed by z-tests, analysis of variance, Pearson's correlation, Mann-Whitney tests and Kruskal-Wallis one way analysis of variance. Responses to an open-ended question were analysed qualitatively. The findings indicated extremely high distress levels for all the respondents, irrespective of age, gender and post level, in comparison with published norms and the findings of other studies. This distress did not appear to be associated with their own professional role and competence as teachers but seemed to relate to the uncertainty of their employment situation. The impact of the current changes on teachers' psychological and physical well-being were reflected by their responses to statements in the Redundancy and Reorganisation section of the questionnaire. It is recommended that the education authorities should develop a recovery strategy to address this urgent situation. Consultation and negotiation with teachers should be an inherent aspect of reorganisation and change, to prevent a repetition of the current situation. The role of professional organisations and various other issues that warrant further investigation are specified. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.

The focus of this research was to examine how primary and combined school principals in the Ogongo Circuit, Namibia motivated the teaching staff. The research instrument used to conduct this survey was a questionnaire. A descriptive statistical method was used to analyse the data. The study was confined to primary and combined schools in above-mentioned circuit. I randomly selected five schools and my sample consisted of 25 respondents made up of five principals and twenty teachers. Three critical questions were developed which focused on: 1. The extent to which primary and combined school principals in Ogongo Circuit in Namibia motivate teachers, 2. create a school environment that promotes motivation; 3. strategies used to motivate teaching staff. The findings of this study were that teachers' motivation in the sample schools was unsatisfactory, as most of the motivational aspects such as morale rewards and recognition, as well as vision and mission statement were neglected. Principals in the sample schools failed to develop good strategies to motivate teachers. This led to an engagement of teachers in private business during school hours as well as poor time management resulted in insufficient motivation. The study reveals some of the contributing factors leading to a lack of motivation. These demotivating factors were: 1. Principals' leadership styles, 2. Teaching in areas or phases where they were not 'specialized' 3. Poor infrastructures and lack of resources. The study recommends that principals need to identify the basic needs of teachers and institute measures to ensure that these needs are met. Principals also need to acknowledge job well done and attempt to create a working environment where teachers are motivated to do their best. / Theses (M.Ed.) - University of KwaZulu Natal, 2005.