published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

本研究旨在瞭解基隆市國民小學校長願景領導與教師工作投入之現況，並分析不同背景變項之教師在知覺校長願景領導與教師工作投入之差異情形，以及探討兩者之相關情形，最後藉由校長願景領導對教師工作投入進行預測。 本研究採問卷調查法，研究對象為基隆市34所公立國民小學，共計513位教師，有效問卷502份，可用率達97.86％，問卷回收後分別以描述性統計分析、t考驗、單因子變異數分析、Pearson積差相關、多元迴歸等統計方法進行統計分析。本研究獲致結論如下： 一、基隆市國民小學教師知覺校長願景領導為中高程度，以「願景的共識與轉化」知覺程度最高，其次由高至低依序為「願景的建構與發展」、「願景實踐與推廣」、「願景的回饋與修正」。 二、基隆市國民小學教師知覺教師工作投入為中高程度，以「工作樂趣」知覺程度最高，其次由高至低依序為「工作評價」、「工作專注」、「工作認同」、「工作參與」。 三、基隆市國民小學以男性、31-40歲、擔任主任職務與學校規模在12班（含）以下及13-23班之教師知覺「校長願景領導」的程度較高。 四、基隆市國民小學以服務年資11-20年、擔任主任職務與學校規模在12班（含）以下及24班（含）以上之教師知覺「教師工作投入」的程度較高。 五、校長願景領導與教師工作投入有顯著正相關，校長願景領導行為愈高，教師工作投入情形也愈高。 六、校長願景領導對教師工作投入具有預測力，以「願景的共識與轉化」對教師工作投入最有預測力。 最後，本研究根據研究結果提出具體建議，以供學校及未來研究之參考。 / This study aimed to investigate the status of principles’ visionary leadership and teachers’ job involvement in elementary schools in Keelung City, to analyze the differences of perceptions from different background teachers about principles’ visionary leadership and teachers’ job involvement, and to explore the relationship among these two variables. At last, predict teachers’ job involvement by principles’ visionary leadership. Questionnaire survey method was adopted in this study. The samples are teachers of public elementary schools in Keelung City, including 513 teachers from 34 elementary schools. There were 502 valid questionnaires finally used in the statistic analysis, and effective response rate is 97.86%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, and multiple regression. The conclusions are as follows: 1. Perceptions about principles’ visionary leadership from elementary school teachers in Keelung City is mid-high level.Among all, the sense to the “consensus and internalization of vision” is relatively the highest, and then the orders from high to low are “construction and development of vision”, “practice and promotion of vision” and “feedback and correction of vision”. 2. Perceptions about teachers’ job involvement from elementary school teachers in Keelung City is mid-high level. Among all, the sense to the “job enjoyment” is relatively the highest, and then the orders from high to low are “job self-evaluation”, “job concentration”, “job identification” and “job participation”. 3. Teachers of elementary schools in Keelung City are male, 41 to 50 years old, the chief of department, and from school which has 12 or 13-23 classes show higher perception about principles’ visionary leadership. 4. Teachers of elementary schools in Keelung City serve 11-20 years in school, work as the chief of department, and from school which has less than 12 or more than 24 classes school show higher perception about teachers’ job involvement. 5. There is significant positive correlation between principles’ visionary leadership and teachers’ job involvement in elementary schools in Keelung City. The higher the behaviors of principals’ visionary leadership are, the scores of teachers’ job involvement are also higher. 6. Principles’ visionary leadership has predictability on teachers’ job involvement, and “consensus and internalization of vision”has the highest predictive effect. Finally, based on the results of the research, suggestions for school administration, and future related research are provided.

This study is an investigation of the career experiences of women primary teachers who job share. It explores how job sharing fits into overall working patterns and examines whether it fulfils the personal and professional needs of teachers. It investigates how successful job sharing is seen as being in practice and explores the potential advantages and disadvantages of job sharing for teachers and for schools. The study examines the claims made for job sharing as a means of advancing the cause of equality in the workplace. Data were gathered through in-depth interviews with twenty women primary teachers who job shared. The role of job sharing in their careers was examined and the extent to which it satisfied personal and professional expectations explored. The career experiences of job sharing teachers were further investigated through a questionnaire sent to a sample of teachers who had previously job shared. This provided a retrospective and longer term account. All of these experiences were then situated within the wider contexts in which teaching operates. For this, documentary and policy analysis were undertaken, and semistructured interviews were conducted with headteachers and parents, and key informants at local and national level. The research found that job sharing is successful in meeting the personal needs of the women primary teachers. Teachers spoke of the balance in their lives which this working arrangement helped them to achieve. In terms of the professional dimension, the study found that experiences of job sharing in practice were positive. For teachers the affective rewards of being with children and feeling competent and skilled in daily work were high. Feelings of acceptance within the workplace culture were positive; building and sustaining relationships with parents and, in particular, with colleagues, which was viewed as a salient part of the job of primary teaching, was possible whilst job sharing. As a result, schools were seen to be gaining by employing experienced and motivated individuals who were able to make positive contributions. However, some difficulties were found with the professional and career development of job sharing teachers. The study concludes that job sharing is not deleterious to women teachers' careers. It is far less harmful than other forms of part-time teaching although, as yet, it is not challenging full-time teaching as the dominant work model.

The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982). The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.

Career burnout has been recognized as a syndrome marked by mental, physical and emotional exhaustion which is especially prevalent among teachers. Teacher burnout is currently a widely researched phenomenon and controversy over its definition, causes and interventions has been great. Meanwhile, the burnout construct has gained little clarity. The purpose of the present study was to determine whether identifiable personality characteristics, as measured by the Personality Research Form, were consistently associated with burnout in teachers, as measured by the Maslach Burnout Inventory and the Cognitive Burnout Scale. Moderately strong relationships were found between specific personality characeristics and reported levels of burnout. However, individual factors were not concluded to be as critical as the interaction between such factors and the environment. Future directions are discussed.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Social Work in the field of Occupational Social Work, September 2017 / School violence over the years has been on an increase. It has been particularly known and researched that learners have been affected by such a persistent phenomenon (Burton & Leoschut, 2013). Notably, teachers themselves are increasingly becoming victims of school violence. It has been said that much of the school violence stems from the violent nature of society; violence in society being complex in nature (Mncube & Harber, 2012). Limited research has been directed towards exploring victimisation of teachers by their learners, hence the interest in the topic. In order for one to gain knowledge and insight in this topic, the qualitative approach and a case study design was used. The unit of analysis consisted of 5 high school teachers within the Johannesburg South Region. Snowballing, which is a type of non – probability sampling was used to identify participants. A semi – structured interview scheduled was used as a data gathering tool, during the face – to face interviews. The thematic content analysis was used to analyse the data collected, so as to find common themes and topics relevant to the study. As predicted, the study helped in gaining insights in understanding the consequences of school violence and bullying on teachers. It helped in understanding teachers’ experiences of school violence and the consequences it has in the workplace. Additionally, it assisted in gaining insight on what may contribute towards the creation of a healthier work environment. / XL2018

The purpose of this study was to determine the job satisfaction levels of full-time women faculty at the 25 universities in Seoul. The findings of this study reveal that (a) women faculty are a diverse group; (b) women faculty are satisfied overall with such components of their jobs as their work, pay, supervision, co-workers, and job in general, but not with opportunities for promotion; and (c) the predictors of job satisfaction for women faculty are private or public institutional type, field of specialization in highest academic degree, origin of academic degrees, and academic rank.

Teaching is stressful. The demands placed on teachers can result in emotional exhaustion and burnout, causing many to leave the profession. Teachers early in their careers seem to be at special risk, with desistence rates estimated as high as 40% in the first five years. This study was based on the notion that constructive coping can be a resource for teachers, and that teachers later in their professional lives may provide a model for adaptive ways of dealing with professional demands. The goal of the study was to examine whether the coping process utilized by teachers (including reported demands, appraisals, ways of coping, resolutions, and post-coping assessment) differed at different stages of their career. Participants (n = 57) were teachers (90% female) ranging in age from 28-63, teaching in grades 4 to 12. The current study utilized a portion of the baseline open-ended interview of a randomized waitlist control study conducted to explore the effects of a mindfulness-based program. After coding the interview data for each step of the coping process, frequency analyses revealed that: (1) as in previous studies, the most frequently reported demands were problems with students (40%), followed by workload (18%) and parents (15%); (2) the most frequently reported appraisal was extreme negative emotion (44%); (3) the most frequently reported ways of coping were adaptive, including problem-solving (65%), support seeking (35%), and self regulation (22%); (4) the most frequently reported resolution of the stressful episode was successful (51%); and (5) with regards to post coping assessment, teachers most frequently reported that they would do something differently in future episodes if they could (54%). A series of Chi-square analyses to explore whether there is an association between how the teachers responded to questions corresponding to each step revealed that (1) teachers who reported parents as a demand in teaching were more likely to report extreme negative emotion and the use of self-regulation, which was associated with a successful resolution; (2) teachers who reported the administration as a demand were also more likely to use support seeking as a way of coping; and (3) teachers who reported using more maladaptive ways of coping were also more likely to report an unsuccessful resolution. Finally, pairwise comparisons to determine which groups of teachers differed from each other showed that, in keeping with expectations, early career teachers reported "no negative emotion" less and "extreme negative emotion" more than other groups, while late career teachers mentioned "no negative emotion" more. In terms of demands, early career teachers mentioned the environment less whereas late career teachers mentioned parents less and students more often. In terms of coping, late career teachers reported using self-regulation less and cognitive accommodation more than the other groups. Finally, early career teachers were more likely to say that they would try different effective strategies in future coping episodes while late career teachers were less likely to report that they would do so. Applications of these findings are discussed for process-oriented theories of teacher stress and coping, for future studies examining how coping develops over the course of a professional career, and for preservice training and school-based interventions designed to promote adaptive coping for teachers at every phase of their profession.

A teacher's ability to foster and sustain high quality learning environments for their students relies largely on their own coping abilities and mental health. However, due to the emotionally taxing nature of their profession, teachers are at increased risk for developing elevated levels of occupational stress and burnout. To help teachers cope with their occupational stress and other negative emotions related to their occupation, mindfulness-based stress reduction programs for teachers have been introduced through schools. Evidence for the effectiveness of such programs is promising, however few studies have considered underlying mechanisms that may be driving these effects. Using data collected as part of a randomized controlled trial, this thesis examines the impact of mindfulness training on three coping resources, namely, somatic body awareness, executive function, and emotion regulation. Additionally, this thesis examines whether development of these resources translate into improvements in teachers' occupational well-being--specifically indicated through reductions in their anxiety, depression, stress, and burnout. Results suggest that the mindfulness training significantly improves teachers' somatic body awareness, with evidence for improvements in teachers' emotion regulation reappraisal as well. Additionally, some mediation results were promising, however, no significant mediations were found for any of the coping resources on any of the well-being outcomes for teachers. By addressing these topics, the results of this thesis contribute to the current field's understanding of how mindfulness training works to improve well-being in teachers.