Teacher Job satisfaction wants and working condition wants have long been of interest to superordinates. This study was designed to investigate the hierarchy of teacher job satisfaction wants and working condition wants as perceived by principals, superintendents, school board presidents, National Education Association Uniserv directors, and field representatives of the American Federation of Teachers. The survey instrument was based on the work of Frederick Herzberg and Jerry Pipes. This national study was limited to randomly selected samples from the afore mentioned groups representing four geographical regions of the United States.Eighteen two-way comparisons of actual teacher wants and teacher wants as perceived by school board presidents, superintendents, principals, N.E.A. representatives and representatives of the A.F.T. were proposed. The Spearman rank-order correlation coefficient was used to determine degrees of difference or congruency.The data indicates that elementary and secondary teachers are in unison about their feelings toward Job satisfaction and working condition wants in the current educational environment. Principals, superintendents, and school board presidents have an accurate perception of what teachers expect out of, their Jobs. The Union groups did not accurately predict what teachers wanted from their Jobs. / Department of Educational Leadership

This then was the object of this study, to determine 1) whether there is a pattern of attitude change common to teachers; II) whether early experience brings about different patterns of change among teachers; lll) whether specific life crises and events bring about these changes; lV) whether changes in attitudes occur at different stages in the teacher's career (Introduction, p. 12)

The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.

The purpose of the study was to determine if a relationship existed among perceived stressful situations in the classroom and the amount of perceived stress among female secondary classroom teachers in Indiana.The population of the study consisted of 268 female secondary classroom teachers randomly selected by computer at the Indiana Department of Education.Three instruments were used in the study. The first instrument, General Information, was used to gather demographic data pertaining to Age Group, Years of Experience, Type of School System, Population of School System, Enrollment of Secondary School, Subject Area taught, and Grade Level(s) taught. The second instrument, Perceived Stress Questionnaire, was used to indicate the amount of perceived stress experienced by respondents. The third instrument, Perceived Needs in Stress Counseling, was used to indicate the type of counseling respondents perceived needed in order to help teachers deal with stress. The Perceived Stress Questionnaire and Perceived Needs in Stress Counseling Questionnaire employed a Likert-type scale with five degrees provided from which to choose: About 10% or less of the time, About 25% of the time, About 50% of the time, About 75% of the time, and About 90% or more of the time.The data were analyzed by frequency response percentages and cross tabulation for the General Information items, Perceived Stress Questionnaire items, and for Perceived Needs in Stress Counseling items.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the data collected:1. Student threats and physical attacks are major sources of stress among discipline problems for teachers.2. Administrators not supportive of teachers in conflict situations in the presence of students are a predominant stress factor.3. Students not cooperative in class are a major source of stress for responding teachers.4. Student Apathy and lack of volunteerism in class are not major sources of stress among respondents.5. Parents defending their child's misbehavior are a major source of stress among Lack of Parental Support items.6. The majority of teachers responding did not desire stress counseling to assist them in dealing with classroom stress.

In large numbers, teachers are reporting high levels of work-related stress. Surveys from many countries reveal widespread concern about the effects of stress on teachers’ wellbeing and willingness to stay in the profession. The purpose of this study was to investigate coping strategies that teachers employ when faced with stress in primary schools located in the North Durban Region of Phoenix. Other related aims were to identify the causes of stress and the most significant factors that contribute to teacher stress. Current research reveal that teacher stress has a detrimental effect not only on their physical, mental, social and emotional well being, but also on their efficiency and productivity in the teaching and learning situation. Statistical analyses revealed that some of the main factors that contributed to teacher stress were large classes, the frequent changes to the curriculum, administrative tasks and the lack of motivation by learners to study. Teachers use a wide range of coping strategies to deal with stress but very few find effective ways to counter the negative effects of stress. Teachers reported that the most effective action that schools or the government could take to reduce teacher stress was to decrease teachers’ workload. These findings are in line with those reported in many western countries where the stress caused by a heavy workload and coping with educational reforms have been very much in evidence. It is anticipated that the present study will be of benefit to teachers, administrators, decision makers and other stakeholders in education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

Thesis (Ph. D.)--Ohio State University, 1993. / Includes vita. Includes bibliographical references (leaves 159-167). Available online via OhioLINK's ETD Center.

The purpose of this study was to investigate management of stress among educators in schools in Mafikeng area. It was hoped that a broader understanding of the distinctive factors that account for identification of stressors and how educators try to cope with or manage them and highlight the effects of these stressful experience on the physical domain, emotional health, mental functions, behavioural efficiency, interpersonal relationships and personal productivity on educators, and to provide some guidelines to ways of controlling, managing and combating stress among educators. A multi-faced instrument technique, comprising a questionnaire and document reviews were employed to gather data. The research paradigm that was used to underpin this study was the survey method where both qualitative and quantitative data were obtained from questionnaire. The study revealed that educators were stressed up due to numerous factors such as, salary not commensurate with their qualification and experience, ill discipline among learners and work overload etc. There are suggested methods in how to manage or cope with stress among educators in our schools. The research had some limitations, which include; the subjects might not at the time of research be able to identify their stressors, hence the results of the study might not be reliable and generalisation of results not possible because only ten schools were selected. / Thesis (MBA) North-West University, Mafikeng Campus, 2004

The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.

Ho Chung-lim. / "31 August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

published_or_final_version / Education / Doctoral / Doctor of Philosophy