The purpose of this study was to: (1) identify the sources of job-related stress which create excessive pressures for the directors and faculty of medical record administration and medical record technology programs; (2) identify the strategies that the directors and faculty of medical record administration and medical record technology programs find most helpful in coping with stress; (3) determine the relationship among demographic variables and job-related stressors as perceived by the directors and faculty of medical record administration and medical record technology programs; and (4) determine the difference among the means of five stress factors as perceived by the directors of medical record administration, faculty of medical record administration, directors of medical record technology and faculty of medical record technology programs. Questionnaires were mailed to 403 respondents. The response rate was 81.3%. Within the limitations of this study, the results revealed that "Having insufficient time to keep abreast of current developments in my field"was the highest stressor. The top stress coping strategy was "Social interaction." The relationship between demographic variables and five stress factors of reward and recognition, time constraint, departmental influence, professional identity and student interaction revealed a positive correlation between degree and professional identity factor, and a negative correlation between degree and student interaction factor. The results also indicated a positive correlation between type of program and the factors-time constraint, professional identity and student interaction; a positive correlation between academic rank and the factors--time constraint and student interaction; a positive correlation between teaching responsibilities and time constraint factor; and a positive correlation between marital status and professional identity factor. The directors and faculty of medical record administration perception of time constraint and professional identity factors differed from that of the directors and faculty of medical record technology programs.

The purpose of this study was to investigate the relationships between personality traits and job satisfaction among music teachers. The research problems were 1. to investigate the areas of job satisfaction of music teachers; 2. to investigate the patterns of personality traits that were common among music teachers; 3. to determine whether relationships existed between the areas in which the music teachers showed job satisfaction/dissatisfaction and their personality profiles.

A report on a research study presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of the Witwatersrand In partial fulfilment of the requirements for the degree Master of Arts in Occupational Social Work March, 2016 / Due to the lack of direct access to Human Resource (HR) offices, most public schools are usually neglected with regards to issues of health and occupational services. Teachers are faced with occupational challenges, such as stress, physical and mental health issues, increased work load, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS, poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational services which aim to support and enhance their wellbeing when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as a judgemental sampling was used to select the research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from the study and identifying challenges in the various schools, it is evident that the Department of Education, Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the wellbeing of teachers, which is further hoped, that learners will benefit from quality education as provided by teachers, impacting positively on the year end outcomes. / MT2017

by Tai Wai-sum. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 143-150). / acknowledgements --- p.ii / table of contents --- p.iii / list of major tables --- p.v / LIST OF FIGURES --- p.vii / abstract --- p.viii / Chapter CHAPTER 1. --- INTRODUCTION / Chapter A. --- Background --- p.1 / Chapter B. --- Research Questions --- p.1 / Chapter C. --- Significance of The Study --- p.9 / Chapter CHAPTER 2. --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK --- p.12 / Chapter A. --- Categories of Teachers' Work --- p.12 / Chapter B. --- The Job Characteristics Theory --- p.15 / Chapter C. --- Challenges from Other Approaches --- p.46 / Chapter D. --- The Integrated Approach - A Compromise --- p.48 / Chapter E. --- Implications for this Study --- p.50 / Chapter F. --- Conception of the study --- p.51 / Chapter CHAPTER 3. --- METHODOLOGY --- p.60 / Chapter A. --- Definitions of Important Terms Used in the Study --- p.60 / Chapter B. --- Nature of the Study --- p.64 / Chapter C. --- Variables and Measurements --- p.64 / Chapter D. --- Pilot Study --- p.71 / Chapter E. --- Sampling Design and Procedures --- p.74 / Chapter F. --- Design of Analysis --- p.75 / Chapter CHAPTER 4. --- RESULTS AND DISCUSSION --- p.77 / Chapter A. --- The Sample --- p.77 / Chapter B. --- Findings Related to Research Question 1 --- p.80 / Chapter C. --- Findings Related to Research Question 2 --- p.95 / Chapter D. --- Findings Related to Research Question 3 --- p.108 / Chapter CHAPTER 5. --- "CONCLUSION, IMPLICATION AND LIMITATION" --- p.131 / Chapter A. --- Work Categories of Teachers' Work --- p.131 / Chapter B. --- Job Dimensions and Motivating Potential of Teachers' Job --- p.134 / Chapter C. --- Antecedents of Job Characteristics of Teachers --- p.136 / Chapter D. --- Consequences of Job Characteristics of Teachers --- p.137 / Chapter E. --- Implication and Contribution to the job Characteristics Theory --- p.139 / Chapter F. --- Limitations and Suggestions --- p.141 / BIBLIOGRAPHY --- p.143 / Chapter APPENDIX A: --- Tables of Results of The Pilot Test --- p.151 / Chapter APPENDIX B: --- Instruments Used in The Major Study --- p.155

by Lee Wai Tong, Richard. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves [133]-[142]). / Abstract / Acknowledgements / Tables / Contents page / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review: Recasting Approaches to Job Satisfaction Studies --- p.17 / Chapter Chapter 3 --- The Social Environment of the School --- p.48 / Chapter Chapter 4 --- Culture and Efficacy in Instructing Students --- p.66 / Chapter Chapter 5 --- Culture and Efficacy in Disciplining Students --- p.92 / Chapter Chapter 6 --- Conclusion --- p.122 / References --- p.131 / Appendix

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 Education

published_or_final_version / Education / Master / Master of Education

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).