The aim of this study was to investigate the relationship of certain demographic and personality factors to the experience of burnout in teachers. A number of other studies recommended the investigation of these variables as possible factors influencing burnout. Using a sample of 141 teachers from both Private and State schools in the Pietermaritzburg area, certain variables were investigated. The demographic factors included age, gender, marital status, number of children, class size, and type of school. The personality factors included five factors of Neuroticism, Extraversion, Conscientiousness, Openness to Experience and Agreeableness, as measured on the Neo-Five Factor Inventory. Burnout was measured by the Maslach Burnout Inventory. A Correlation Matrix was used to determine the relationship of the demographic and personality factors to the dimensions of burnout. A Stepwise Multiple Regression Analysis was done to determine which factors related best to the dimensions of burnout. Results indicated that certain aspects of personality and demographic variables such as Neuroticism, Extraversion, age, marital status, number of children, type of school, and class size were significantly related to the components of burnout. The research findings indicated that younger teachers are more prone to burnout than older teachers; that single teachers experience more stress and burnout than married teachers; and that having children acts as a buffer against stress and burnout. Male and females did not appear to differ in their experience of burnout. Of the personality variables explored, people scoring high on Neuroticism and low on Extraversion were found to be prone to burnout. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

Teachers are being stretched to the limit. Expectations placed on them seem to be expanding exponentially. Their role encompasses not only teaching specific content and mentoring students in the love of learning, but functioning as frontline social workers. It is the task of the teacher as specialist to teach and to educate. The measure to which teachers experience fullfilment in their vocation in an accepted environment will, to a significant extent, determine their attitude and conduct. The principal cannot afford to disregard the expectations of the teachers, as there are too many benefits to be derived from a satisfied staff. It is the duty of the principal, therefore, to create a working environment conducive to education and teaching. This dissertation examines the job satisfaction and propensity to leave among level one educators in a Government school, viz. Apollo Secondary and an Ex-Model C school, viz. Queensburgh Girls' High. It has been undertaken to study the intrinsic and extrinsic factors in a working environment which influences the job satisfaction of teachers in order to determine how these factors may enable a teacher to fullfil his vocation effectively. It also explores the ability of extrinsic and intrinsic work rewards to predict the job satisfaction and organizational commitment of teachers. Work related rewards were studied in reference to their relative importance as determinants of work satisfaction. An analysis of the factors and· their influence on job satisfaction and propensity to leave reveals that there does exist some differences between educators in a Government school and in an Ex-Model C school. The results indicated that low salaries, poor working conditions, too large class sizes, too heavy workload-both in the classroom and beyond, lack of administrative support, resentment of central administration, pressures of limited time and resources, student discipline problems, lack of prestige, and limited input into school decisions have caused dissatisfaction in the teaching profession. Organizational climate is therefore, one of the integral factors that determine the quality of teaching in a school. Staff development programmes in which the developmental needs of teachers have been recognised, should be carefully structured so as to enable the teachers to render optimum service. Teachers experience job satisfaction when they are given responsibility in accordance with the demands of their profession. Career development also promotes job satisfaction as it prevents a teacher's career from stagnating since it provides continual learning. Other factors that motivate teachers include love and respect for co-workers and colleagues, support of and feeling appreciated by administrators, and love of the students and the joy of working with them. The hope is expressed that this research project will enable principals and administrators to manage their schools in such a way that teachers will be able to fullfil their tasks ably and effectively. / Thesis (M.B.A)-University of Natal, Durban, 2003.

The purpose of the study was to examine factors related to identification with organizational goals in two Centres of re-education in Quebec. The personnel of these Centres are semiprofessionals with specialized training related to re-education. In a pretest it was found that identification of educators with the organizational goals was similar in both Centres in spite of a greater number of role conflicts in one Centre. This result was contrary to what could be expected. Therefore the question raised was what additional factors enter into the relationship between the organizational goals and educators. / Factors examined in this study are based on Mintzberg's management roles descriptors, and substitutes for hierarchical leadership identified in the literature. Substitutes for leadership tested fall in three general domains: personal, job, and organizational characteristics. The following questions were examined: do the substitutes for hierarchical leaders differ in the two Centres; is the performance of management roles perceived as different in the two Centres. / Data were obtained from questionnaires submitted to educators and managers in the two Centres. Results show significant differences in identification with the profession, intrinsic feedback from the task itself, perceived organizational formalization, and cohesiveness of the work group. / These findings suggest that the educators in one Centre identified with the goals of the organization primarily through identification with the profession. Educators in the second Centre identified with the goals of the organization primarily through the task itself and the cohesive work group. / These findings suggests that the educators in one Centre identified with the goals of the organization primarily through identification with the profession. Educators in the second Centre identified with the goals of the organization primarily through the task itself and the cohesive work group.

The purpose of the study was to investigate and report hierarchies of teacher job and working condition wants. Teacher ranked wants were compared with ranked perceptions of teacher wants as perceived by school board presidents, superintendents, principals, Indiana State Teachers Association staff and the staff of the Indiana Federation of Teachers. Comparisons were also made of elementary and secondary teacher wants. The study was predicated upon the need for current information defining teacher priorities for collective bargaining.The instrument consisted of two decks of rank-sort cards. The job wants deck was imprinted with ten motivators and hygiene factors. The working conditions deck was imprinted with ten hygiene factors in the teaching environment. Teachers were instructed to rank factors in both decks according to prepotent job wants. Participants other than teachers were instructed to rank factors in both decks reflecting personal perceptions of teacher job and working condition wants. Completed instruments were returned by thirty-six elementary teachers, forty-two secondary teachers, sixty board presidents, eighty-seven superintendents, eighty principals, forty-two Indiana State Teachers Association representatives and six Indiana Federation of Teachers representatives. Eighteen hypotheses were tested to provide for two-way comparisons between teacher wants and perceptions of teacher wants.Significant differences were noted between job rankings by elementary and secondary teachers. Meaningful work was the most prepotent teacher motivator. Board presidents, superintendents, and teacher organization staffs ranked improved wages as the most prepotent teacher want. Significant differences were noted between rankings of teacher job wants and rankings of teacher wants by non-teachers. Rankings of perceived teacher job wants by board presidents, superintendents and teacher organization professional staff members were significantly congruent. Perceptions reported by principals concerning teacher job wants were more congruent with teacher rankings of job wants than were the rankings of other non-teacher samples. Non-teacher groups were able to rank teacher working condition (hygiene) wants with greater correlation to teacher opinion than was achieved in ranking teacher job wants (motivators). Administrators need to demonstrate loyalty to teachers and teacher organization leaders need to recognize the need for loyal relationships between teachers and administrators. The study seems to support the contention that administrators and other teacher leaders need to become sensitized to teacher job wants.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 80-84).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 75-84).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 110-120).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 110-120). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 75-84). Also available in print.