M.Cur. (Nursing Education) / There is a shortage of nurses in the country and worldwide, and the problem is compounded by the resignation of nurse educators. These nurse educators leave with their expertise and skills, thus compromising the provision of quality teaching and learning. Despite the mandate by the Gauteng Department of Health to increase the student nurse intake by 25% each year, there are currently no retention strategies for nurse educators who may want to resign from a Johannesburg nursing college. It is thus imperative that a study to determine the factors leading to the resignation of nurse educators be conducted. The following research questions gave direction to the research study:  What are the factors that lead nurse educators to resign from a nursing college in Johannesburg?  What can be done to retain nurse educators at a nursing college in Johannesburg? The purpose of the study was to explore and describe the factors that led to the resignation of nurse educators at a Johannesburg nursing college and to describe strategies to retain them. A qualitative, exploratory, descriptive and contextual research design was used to provide an in-depth description of factors leading to nurse educators resigning from a Johannesburg nursing college. A purposive sampling method was used. When the sample was insufficient, snowball sampling was also used to identify other nurse educators who have resigned from the nursing college under study within the specified period between year 2000 to 2008. Fifteen (15) voluntarily agreed to take part in the study after they were invited. A pilot study was conducted with one (1) participant, who has resigned but was not involved in the actual research, and it assisted in determining the feasibility of the research question. Individual face-to-face semi-structured interviews were used to gather information from the nurse educators who resigned from the nursing college in question. The responses from the nurse educators were recorded on an audiotape recorder and field notes with the permission of the participants. An open coding, qualitative data analysis method was used. Trustworthiness was accomplished using the strategies as outlined by Lincoln & Guba (1985: 301–328). Ethical standards for nurse researchers were adhered to as outlined by DENOSA (in Brink et al., 2012: 48–51). The results of the data analysis that emerged were three (3) main categories, seven (7) subcategories and their related themes. The findings on factors leading to nurse educators resigning from a Johannesburg nursing college included factors related to management of the nursing college; emotional and attitudinal factors; and factors related to cultural diversity. Through conceptualisation, the themes identified from the research were supported or refuted by the relevant existing literature and interpreted by the researcher. Conclusions drawn from the conceptualization formed the basis for the description of strategies to retain nurse educators at a Johannesburg nursing college. The strategies identified through conceptualization were described in order to assist the nursing college under study to retain its nurse educators. It is recommended that the strategies be implemented in nursing education, management and research.

The significance of the project was to answer the call of California schools in their plight to stop attrition and retain teachers. This project alone or in conjunction with other programs offered by schools/school districts gives them another tool to reach their goal of 100% teacher retention. It is the belief of this project that the problems with retention could be diminished if not eliminated, by giving beginning teachers a handbook.

Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021 / The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical foundations of teacher socialisation as the phenomenon under review, the principles of expanded Activity Theory (AT) (Engeström, 1987) fused with elements of the theory of Symbolic Interactionism (SI) were used as a conceptual framework to ground and structure the study. The study sought to answer the following main research question: How are Zimbabwean immigrant teachers socialised in their host schools amid the inadequacy of existing teacher socialisation programmes for new teachers in public schools? The study followed the qualitative approach to research, based on the interpretive paradigm executed through a multiple instrumental case study design in two public secondary schools in the Sekhukhune South District of the Limpopo Province. The researcher used purposeful sampling so select five participants and two schools, which provided answers to the research questions posed. The study reveals that the teacher socialisation programmes offered in public schools are inadequate and not tailored according to the real needs of Zimbabwean immigrant teachers. The situation is entrenched by the lack of shared understanding amongst principals about the structure and implementation of an effective teacher socialisation programme, especially for immigrants. The study further revealed that Zimbabwean immigrant teachers, owing to their temporary job status, feel only partly valued and appreciated in the South African schooling system. This was evident in their perception that the employment policies for immigrants had been tightened to ensure that they do not attain any permanent employment. In addition, the study revealed that owing to the uncertainty of their job status in schools, Zimbabwean immigrant teachers prefer private schools as their employment of choice rather than public schools. Lastly, the study generally reveals that the challenges Zimbabwean immigrant teachers experience with their socialisation are more systemic than in their host schools.

<p dir="ltr">Gen Z public school teachers in Indiana were surveyed concerning their perceptions of power used by their principal and their satisfaction with their principal’s supervision. One hundred and forty-five teachers responded to survey items regarding whether they have worked under one or more principals, the community type (rural, urban, suburban) where they teach, the Rahim Leader Power Inventory (RLPI) to measure perceptions of principal’s use of six different available power bases (coercive, reward, legitimate, information, expert, referent) and the abridged Job Descriptive Index (aJDI) to measure satisfaction. Reward power was the most perceived power base and referent power the least. Two statistically significant findings were revealed. First, the more participants perceived their principal using expert (F(6,138) = 55.12, p < .001) and referent power (t(6) = -5.32, p < .001) bases, the less satisfied with supervision they were. Secondly, Gen Z teachers who had one principal perceived their principal to access more legitimate power than Gen Z teachers who have had more than principal (t(143) = 2.16, p =.032). To effectively influence this influential generation, educational leaders should consider autonomy, personalized growth, tactful integrity, and aligned expectations. Gen Z teachers value trust and transparency, and clashes with traditional leadership methods can lead to dissatisfaction. Meeting their expectations for integrity and authenticity is key to enhancing their satisfaction with supervision.</p>

The purpose of this study was to survey the subject certified staff of Florida public elementary schools to determine how elements of Herzberg’s Motivation-Hygiene Theory were perceived as being met in their current school employment. The descriptive study utilized an instrument that listed each of the 16 job factors in Herzberg’s theory. The instrument was designed to allow subjects to mark each job factor as contributing to their job satisfaction, neutral, or contributing to their job dissatisfaction. The instrument also had areas to record various biographical data regarding the subjects. The survey was conducted on a randomly selected subject group that was stratified over the five regions of Florida public schools. A total of 586 usable surveys were returned, a return rate of 71%. An estimation approach to inferential statistics was used to analyze the data. Interval estimation of the data was done through the construction of confidence intervals at the .95 level. Each job factor was analyzed with regard to the group as a whole and with regard to selected biographical information, including sex, years of teaching experience, job position, and degree held by subject. The job factors of Advancement, Salary, and Personal Life were perceived by over half of the subjects as not contributing to their job satisfaction. The job factors of Achievement and Interpersonal Relationships with Students were perceived by over 90% of the subjects as contributing to their job satisfaction. There was no significant difference between male and female subjects on all job factors with the exception of Responsibility. There was no significant difference between subjects with M.A. degrees and subjects with B.A. degrees with regard to any job factor. Subjects with the most years of teaching experience tended to have more members that perceived job factors as contributing to their job satisfaction than subjects with lesser years of teaching experience. It is recommended that further research be undertaken to determine the perceptions of certified personnel in Florida’s public secondary schools.

The purpose of this research was to measure, analyze, and compare the degree of stress perceived by public elementary and secondary school teachers in the Prince William County School System. The sample for this survey was composed of members in the Prince William Education Association for the 1983-84 school year. Of the Association's 1,530 members, 511 teachers were randomly sampled systematically school by school. Two hundred sixty-nine were secondary teachers while 242 were elementary teachers. A 94% response was received. The survey instrument consisted of 48 job-related events to which the sample respondents were asked to indicate the degree of stress they associated with each event. A 48-item demographic questionnaire was used to collect personal and situational information about the respondents. These items were identified as the variables which could be related to the stress experienced by the teachers. The findings of the study indicated that even though a moderately high level of stress was reported, the respondents at the secondary school level did not appear to differ from those at the elementary school level, sex was a significant predictor of perceived stress level, and that there are differential levels of stress across selected levels of key demographic variables, such as--sex, age, marital status, race, degree, tenured, and percentage of total family income. Additionally, the study examined internalized manifestations of stress experienced by the respondents. / Ed. D. / incomplete_metadata

This study sought to determine the perceptions and satisfaction of individuals employed as full-time teaching faculty in a multi-campus two-year public postsecondary institution. The Personal Assessment of College Environment (PACE) survey instrument developed by Dr. George A. Baker III was used to collect responses to 55 items in regard to the environmental elements of formal influence, communication, collaboration, organizational structure, work design and student focus. The aforementioned elements were investigated to determine ( a) the current level of faculty satisfaction; (b) the extent to which perceptions differed among division affiliations; ( c) the extent to which perceptions differed between campuses; and ( d) the extent to which perceptions differed when gender, ethnicity, years at Polk Community College or level of education were considered. Findings showed that faculty were generally satisfied with the climate of the institution overall. Faculty in the Math, Science and Health division were less satisfied than others with the organizational structure element of the environment. Male faculty members were generally less satisfied than their female counterparts with the environment. Faculty who had been at the college less than one year rated the highest levels of satisfaction overall.

Job satisfaction and its related phenomena have been of considerable interest for many years. Review of the job satisfaction literature, however, revealed few studies which examined the job satisfaction of both full-time and parttime community college faculty. The purpose of the study was (1) to determine the level of job satisfaction among occupational-technical faculty in relation to ten factors based on Herzberg's et al. (1959) Motivation-Hygiene Theory and (2) to determine the relative difference of job satisfaction between full-time and part-time occupational-technical faculty in the Virginia Community College System. Specific research questions explored the level of job satisfaction, the level of job satisfaction among the ten factors of Herzberg's et al. (1959) Motivation-Hygiene Theory, and the proportion of variance in job satisfaction explained by selected demographic variables among full-time and part-time occupational-technical faculty in the Virginia Community College System. A total of 255 occupational-technical faculty were selected to participate in the study, 127 full-time and 128 part-time. These faculty were mailed a packet of survey materials containing a Data Form and a modified version of the Wood's Faculty Satisfaction/ Dissatisfaction Scale. The overall usable response rate was 70.2% (n=177). The response rate for the full-time occupational-technical faculty was 78.6% (n=99) while the response rate for the part-time occupational-technical faculty was 62.4% (n=78). Results of the study indicated that both the full-time and part-time occupational-technical faculty were generally satisfied with their jobs, 76.7% and 89.7% respectively. Both full-time and part-time occupational-technical faculty reported the highest level of satisfaction for the factor the work itself and the lowest level of satisfaction for the factor salary. Although both full-time and part-time occupational-technical faculty were generally satisfied with their jobs, the part-time faculty were more satisfied with their jobs than were their full-time counterparts. It should be noted, however, that the actual proportion of variance explained by status (i.e., full-time or part-time) was small and may not be of practical significance. Recommendations for local and state level administrators responsible for supervising full-time and part-time occupational-technical faculty were delineated. Recommendations for future research were described. / Ph. D.

Leung Ting Chor. / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1991. / Bibliography: leaves 142-147. / ACKNOWLEDGEMENTS --- p.I / LIST OF FIGURES --- p.II / LIST OF TABLES --- p.III / ABSTRACT --- p.IV / Chapter CHAPTER I --- Introduction --- p.1 / General description of the area of concern --- p.1 / Background of study --- p.2 / Purpose of study and its problem --- p.5 / Significance of the study --- p.6 / Chapter CHAPTER II --- Literature Review and Theoretical Framework --- p.9 / Concept of organizational commitment --- p.9 / Competing definitions of commitment --- p.9 / Definition of organizational commitment --- p.11 / Antecedents of organizational commitment --- p.11 / Concept of needs and values --- p.15 / Concept of needs --- p.15 / Concept of values --- p.18 / Expectancy models of motivation --- p.19 / Theoretical framework of this study --- p.21 / Conceptualization --- p.21 / Research questions --- p.26 / Propositions --- p.29 / Chapter CHAPTER III --- Methodology --- p.36 / Research method --- p.36 / Collection of data --- p.38 / Choice of cases --- p.38 / Choice of school --- p.40 / Data management --- p.41 / Validation --- p.42 / Interview questionnaire --- p.44 / Data analysis --- p.45 / Limitations --- p.46 / Chapter CHAPTER IV --- Analysis and Discussion --- p.48 / Description of the school --- p.48 / Description of the subjects --- p.50 / Teachers at the early employment career stage --- p.50 / Teachers at the middle career stage --- p.52 / Teachers at the late career stage --- p.54 / Pattern for the development of organizational commitment --- p.56 / Perception of teacher roles --- p.56 / Satisfaction in teaching --- p.77 / Acceptance for the school --- p.81 / Organizational commitment of the teachers --- p.122 / Chapter CHAPTER V --- "Conclusion, Implications and Recommendations" --- p.131 / Conclusion --- p.131 / Implications for further study --- p.138 / Recommendations --- p.140 / BIBLIOGRAPHY --- p.142 / APPENDICES / Chapter Appendix I --- Interview Questionnaire --- p.148 / Chapter Appendix II --- Interview Transcript --- p.150 / Chapter Appendix III --- Notations used in this study --- p.151 / Chapter Appendix IV --- Summary of propositions --- p.152 / Chapter Appendix V --- Categories of codes --- p.153

王博. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 134-153). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Wang Bo.