Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: My study aims to ascertain whether interpersonal staff relationships have a role to play in the healthy development of a school as an organisation. My specific focus is on how educators experience these relationships, and how they impact on the educators' commitment to a particular school. My research design consisted of three case studies. I used a semi-structured questionnaire with each case and at a later date had a group discussion. My analysis of the questionnaires' data provided tentative themes for inclusion and further exploration in the group discussion. The combination of two data production phases resulted in the confirmation and expansion of the data. My study shows that various factors impact on interpersonal staff relationships within a school. These interpersonal staff relationships have a bearing on the continuance, moral and alienative dimensions of commitment, and impact on staff retention and job performance. They also impact directly on the health of the educators. Thus interpersonal staff relationships would seem to have an important role to play in the development of healthy schools. I conclude by acknowledging the limitations of this study, and recommending further research.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / The aim of this paper is to obtain an indication of the impact of an outcomes-based assessment policy on the workload of six teachers of a secondary school. Since the implementation of Outcomes Based Education (OBE) there are great expectations to implement new approaches in relation to planning, instruction and assessment guidelines that teachers should follow. Despite these guidelines assessment remains a problem area because teachers are still grappling with the assessment principles of OBE. The new outcomes-based approach to assessment encourages teachers to integrate their instruction with classroom-based assessment. Teachers however do not appear to be integrating their instruction with their assessment. Teachers are blaming the lack of integration to a lack of time. This research is an attempt to assess the time teachers spend on instruction, assessment and extra mural activities. Although this is a qualitative research, it offers a quantifiable reality that is relative to the context of six selected teachers and the context in which the teachers and school is situated. Policy is not static and thus it should be continuously tested to determine whether the aim of the particular policy is practicable. Thus I am of the opinion that research of this nature can be an important mechanism for policy enactment because indicators inform policy makers about the policy. The findings of this research proposes to "put in numbers" what teachers have to say, in other words, to reflect the quantified realities of the workload of teachers.

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

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

本研究主旨在探究國立高中職教師對於校長衝突管理、行政溝通行為的知覺與教師工作滿意度相關性，以及不同教師個人變項、學校變項等因素與校長衝突管理、行政溝通、以及教師作滿意度的相關性，同時進行理論模式驗證，並提出研究結論與建議。 本研究採問卷調查法，針對國立高中職教師對於校長衝突管理、行政溝通行為的知覺與教師工作滿意度相關性進行探究。本研究首先經由文獻探討與分析，建立研究架構與理論模式。在問卷發展方面，共分為預試問卷與正式問卷二部份，首先在預試問卷方面，以192位國立高中職現職教師為預試樣本，進行信度與因素分析，正式問卷則依據預試問卷的分析結果發展而成。正式問卷以台灣區國立高中職學校教師樣本，採分層隨機抽樣方式，共計回收有效樣本為642份。研究資料的統計處理與分析方面，包括描述統計、t考驗、變異數分析、相關分析以及線性結構方程模式等統計方法。 本研究之主要研究結果如下: 一、目前國立高中職教師對於校長衝突管理、行政溝通行為的知覺是正面的，教師工作滿意度整體上是高的。 二、校長衝突管理的方式與行政溝通行為之間呈現顯著正相關。 三、校長衝突管理的方式與教師工作滿意度之間呈現顯著正相關。 四、校長行政溝通行為與教師工作滿意度之間呈現顯著正相關。 五、不同教師個人變項與校長衝突管理、行政溝通、以及教師工作滿意度等部分因素呈顯著差異。 六、服務不同背景變項學校的教師對於校長衝突管理、行政溝通的知覺、以及教師工作滿意度等部份因素呈顯著差異。 七、教師對於校長衝突管理、行政溝通行為的知覺能有效解釋教師工作滿意度。 根據上述的研究結果，本研究提建議如下: 一、對教育行政主管機關的建議 (一) 加強國立高中職校長解決組織衝突的能力、以及行政溝通能力。 (二) 適度增加教師薪資，以及升遷的機會。 (三) 國立高中職學校規模不宜太大，最好在40班以下。 二、對國立高中職校長的建議 (一) 加強學校行政領導，以提高教師工作滿意度。 (二) 提高解決組織衝突，以及行政溝通的能力。 (三) 重視教師個人變項對校長衝突管理、行政溝通、以及教師工作滿意度不同知覺反應。 (四) 重視學校變項對校長管理、行政溝通、以及教師工作滿意度的影響。 三、對未來研究之建議 (一) 研究對象方面: 擴大研究對象範圍，提高研究價值。 (二) 研究方法方面: 量化研究方面可以增加校長自評，此外，可輔以質化研究，如訪談、實地觀察等，以使研究層面更臻完善。 (三)研究內容方面:　探討其他研究變項，建構新的架構模式。 / The purpose of this study is to explore the relationships among principals’ conflict management, administrative communication, and teachers’ job satisfaction. The relationships between background variables of teachers, and schools and principals’ conflict management, administrative communication, and teachers’ job satisfaction were also examined. A theoretical model was constructed and confirmed, and some research conclusions were made and suggestions were offered as well. This study adopted the questionnaire survey, exploring the relationships among principals’ conflict management, administrative communication, and teachers’ job satisfaction. First, a research frame, and theoretical model were built based on the literature analysis. As for the development of the questionnaires, 192 public senior high school teachers were chosen as the pre-test samples. Based on the reliability analysis, and validity analysis of the pre-test samples, the formal questionnaires were developed. There were 642 public senior high school teachers who were randomly chosen as the research subjects. Their questionnaires were used as the research data, and some statistical techniques such as descriptive statistics, t-test, ANOVA, correlation analysis, and SEM were employed. The major findings from this study are as follows: 1. The perceptions from the senior high school teachers about principals’ conflict management, administrative communication are positive, and teachers’ job satisfaction are high. 2. Principals’ conflict management styles and administrative communication are positively correlated. 3. Principals’ conflict management styles and teachers’ job satisfaction are positively correlated. 4. Principals’ administrative communication and teachers’ job satisfaction are positively correlated. 5. With different personal background variables , the perceptions of teachers on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction are in parts significantly different. 6. With different school background variables, the perceptions of teachers on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction are in parts significantly different. 7. The perceptions of teachers on principals’ conflict management styles and administrative communication can effectively explain the teachers’ job satisfaction. The suggestions made by this study are as follows: A. The suggestions to the educational administrative institutes: 1. Develop public senior high school principals’ capabilities to handle organizational conflict, and administrative communication. 2. Raise teachers’ salary, and provide more chances of promotion. 3. Limit school size under 40 classes. B. The suggestions to public senior high school principals: 1. Strengthen school administrative leadership to raise teachers’ job satisfaction. 2. Equipped well with the capabilities of handling organizational conflict, and administrative communication. 3. Place stress on the effects of teachers’ personal background variables on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction. 4. Place stress on the effects of school background variables on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction. C. The suggestions to the research in the future: 1. The research subjects: expand the research subjects to raise the value of the study. 2. The research methods: Besides the quantitative methods, qualitative methods such as the visiting survey, case study, may be used to get holistic research results. 3. The research contents: Explore other variables, and establish new research frames.

Job satisfaction and organisational commitment have been found to both be inversely related to such withdrawal behaviours as tardiness, absenteeism and turnover (Yousef, 2000). Moreover, they have also been linked to increased productivity and organisational effectiveness (Buitendach &amp / de Witte, 2005). This is furthermore postulated to have an influence on whether employees will have a propensity to remain with the organisation and to perform at higher levels.<br /> <br /> According to Bishay (1996), the teaching profession ranks high on the success list of a society. In conjunction with this, &ldquo / teachers' organisational commitment and general job satisfaction&rdquo / (Howell &amp / Dorfman, 1986, p. 37) have been identified as important to understanding the work behaviour of employees in organisations.<br /> <br /> Job satisfaction amongst teachers is a multifaceted construct that is critical to teacher retention and has been shown to be a significant determinant of teacher commitment, and in turn, a contributor to school effectiveness. Research, however, reveals wide&ndash / ranging differences in what contributes to job satisfaction and group differences according to demographic factors (Shan, 1998).

This qualitative study examined the links between female educator stress and the attitudes of female educators towards their careers. It used data sampled from individual interviews conducted with female educators from two government schools and one private school in the Pietermaritzburg area. This research project is a sociocultural exploration of female educators' experiences of stress and the impact that it has on the way that these educators view their jobs. The purpose of the research was to obtain a greater understanding of the psychological effect of stress experienced in various urban school settings by primary and high school female educators. The results of the study indicate that participants' perceptions supported the literature review on some of the short-term and long-term psychological effects of educator stress on educators' attitudes towards their career. More negative teaching experiences than either beneficial or neutral experiences were recounted by the participants. the socioeconomic context in which the schools were situated, as well as the large number of administrative duties and lack of parental support contributed to the continued experience of high levels of stress by educators in general and female educators in particular.