Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

The first purpose of this study was to determine teachers' perception of administrative policies, procedures, and practices in the various administrative units in three Texas school systems and to test the significance of the relationship between the teachers' perception of the dimensions of these aspects of administration and the morale status of the teachers in these various administrative units. The second purpose of this study was to identify those policies, practices, and procedures, as perceived by the teachers, which most frequently are associated with and show a significant relationship to a high morale tendency and those which most frequently are associated with and show a significant relationship to a low morale tendency. The third purpose of this study was to interpret the significant relationships in terms of administrative dimensions and implications which may suggest certain policies, procedures, and practices for the improvement of teacher morale in the public schools.

A three-phase study was conducted. In the first phase, individual interviews were conducted with 15 secondary school teachers to develop indigenous items for assessing teacher burnout and lack of reciprocity. In the second phase, 187 secondary school teachers were included to determine the items of newly-developed instruments and to examine their psychometric properties. In the third phase, the aims were to examine the validity and reliability of each measurement, to analysis the relations between teacher burnout and demographic variables, and to explore the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout in a sample of 509 teachers from 25 secondary schools in Changchun, China. / According to the relationship between teacher burnout and demographic variables, results indicated that younger teachers reported more EE and DP. Teachers of junior rank reported more burnout. Teachers who taught Chinese, mathematics and English reported more experience of EE than teachers who taught other subjects. / Based on the social exchange theory of burnout, the effort-reward imbalance (ERI) model, and the existential theory of burnout, the purpose of this research was to investigate the relationship among investment-reward imbalance, meaning of life, and burnout among Chinese secondary school teachers. As one of the key variables in this study, investment-reward imbalance included two operational definitions which were named lack of reciprocity and ERI. / Limitations, theoretical and practical implications of the findings were also discussed. / Results showed that, based on the Maslach Burnout Inventory, the newly-modified Burnout Measurement consisted of three subscales: emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (RPA). The self-developed Reciprocity Scale included three dimensions, namely, reciprocity in the relationship with students, intangible reciprocity in the relationship with the school, and tangible reciprocity in the relationship with the school. All measurements in this study were found to possess good validity and reliability. / Structural equation modeling was used to test a set of hypothetic models of the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout. Results showed that, lack of reciprocity in the relationship with students positively influenced FE and RPA. Lack of intangible reciprocity in the relationship with the school was positively associated with RPA. Lack of tangible reciprocity in the relationship with the school was positively associated with EE. Among the three dimensions of lack of reciprocity, lack of reciprocity in the relationship with students is a more important predictor to teacher burnout than other components. ERI was positively associated with EE. Considering the two operational definitions of investment-reward imbalance in the prediction of teacher burnout, lack of reciprocity predicted RPA better than ERI, while ERI predicted EE better than lack of reciprocity. Meaning of life was negatively associated with EE, DP and RPA. In addition, results supported the hypothesis that EE influenced DP on the structure of teacher burnout. / 李歆瑤. / Advisers: Patrick S. Y. Lau; Alvin S. M. Leung. / Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0875. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 138-153). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Li Xinyao.

This study examined the phenomenon of multiple and continuous change and the adjustments teachers made in response to the phenomenon. The research questions posed by this study are: 1. Is there a phenomenon of multiple and continuous change and if so how is it characterized by the participants? 2. Is there an effect of multiple and continuous change on the participants, if so, how do the participants adjust to the phenomenon and how can these adjustments be described? Methodologically, the strategy for this study was designed to allow for the generation of theory since multiple and continuous change has not been examined as a phenomenon. In-depth interviews were conducted with an "n" of five to allow for in-depth exploratory questioning and comparison and analysis of complex divergent data. The study utilized teachers' descriptions of their lived experience to provide working definitions of multiple and continuous change. Change is experienced as planned change, and change is experienced as unplanned change. Teachers also described paradoxes that characterize their work milieu. The paradoxes create unanswerable conundrums such as classroom versus school focus, depth versus breadth, commitment versus letting go and fidelity versus rigor. The phenomenon of multiple and continuous change provokes adjustments that are behavioral and attitudinal. These adjustments impact the instructional domain, professional domain and personal domain. The adjustments teachers made did not resemble targeted outcomes. Rather, the adjustments teachers made served as metaprescriptions to assist in the navigation of multiple and continuous change. The composite suggests that multiple and continuous change is complex, interactive and exponential. The behaviors and attitudes that the participants learn mitigate institutionalization of innovations and favor simple adjustments that make teaching more manageable under the circumstances but not necessarily more effective. The significance of this study is that change has been misunderstood because the perspective of the teacher has been overlooked. The misunderstanding of what comprises change disrupts and alters strategic planning. Change in schools is experienced as a phenomenon that is continuous. Administrators, change agents, and policy makers must readjust their thinking about change and develop a paradigm for school improvement that reflects the real world of schools.

Thesis (DTech (Human Resource Management))--Cape Peninsula University of Technology, 2018. / The purpose of this study was to investigate the impact of intrinsic and extrinsic rewards on the job satisfaction and morale of educators in Western Cape Public Technical Vocational Education and Training (TVET) institutions. The study endeavoured to determine factors that contributed to public TVET educators’ dissatisfaction with intrinsic and extrinsic rewards offered by public TVET institutions in the Western Cape. In addition, the study investigated the job satisfaction of public TVET educators as well as the resultant morale, attrition and absenteeism brought about by educators’ dissatisfaction with rewards offered. The study was also expected to present findings and make recommendations to public TVET institutions and the Department Higher Education and Training (DHET). Recommendations were supposed to be made to bring about an improvement in the job satisfaction and morale of public TVET educators in the Western Cape. A stratified purposive sampling procedure was utilised in drawing up the sample from some population of 1535 educators in the Western in 2013. The Research Advisors (2006) and Krejcie and Morgan (1970) Sample Size Tables were utilised. However, out of 308 JDI questionnaires that were initially distributed 265 were returned duly completed. The two hundred and sixty-five JDI questionnaires were processed using SPSS Version 23. As suggested by statistical analysis, the overall conclusion drawn from the research was that extrinsic and intrinsic rewards significantly predicted the job satisfaction and morale of educators in a sample of 308 derived from some population of 1535 educators in Western Cape public TVET institutions. This study revealed that extrinsic and intrinsic rewards had a significant influence or impact on the job satisfaction and morale of public TVET educators in the Western Cape. It was discovered that beside extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself were important in the job satisfaction and morale of educators. Beside the above it was also discovered that supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were instrumental in enhancing the job satisfaction and morale of educators. Beside the above mentioned, it was discovered that learners’ grades after assessments also played a major role in the motivation of public TVET educators. It was confirmed that extrinsic and intrinsic rewards complimented each other in fostering and enhancing the job satisfaction and morale of public TVET educators in the Western Cape. The results of this study showed that job satisfaction among public TVET educators in the Western Cape could be explained by the type of rewards (extrinsic and intrinsic) offered by public TVET institutions as previously indicated. In other studies, mentioned in this study it was confirmed that beside extrinsic rewards, intrinsic rewards such as the job itself and the educational institution enhanced the educator’s job satisfaction and morale. When an employer fulfils the educator’s intrinsic and extrinsic reward expectations, an educator’s affective commitment, job satisfaction and morale is enhanced.

The purpose of this study is focused on the relationship among the education marketing; the Principals¡¦ leadership styles and the Teachers¡¦ job involvement in the elementary Schools. The questionnaire survey and semi-structured interviews were adopted in the study. The samples were come from 88 public elementary schools in Kaohsiung of the questionnaire survey. First of all, the 88 schools were categorized based on the level of their education marketing. Then, the top10 and the bottom 10 schools were selected for analysis in this study. 589 questionnaire surveys were sent to the above top 10 and the bottom 10 schools, and the 520 questionnaire surveys were received from them. The 489 of 520 surveys were valid data. The retrieve rate was 88.29% and the survey¡¦s valid rate was 83.02%. The investigated tools of this study are ¡§Questionnaire regarding the study of relationships amongst Education marketing, The Principals¡¦ Leadership Styles and The Teachers¡¦ Job Involvement in the Elementary Schools¡¨, which consisted four parts: ¡§basic information¡§, ¡§the attitude on education marketing ¡§, ¡§the teachers¡¦ job involvement¡§, and ¡§the principal¡¦s leadership ¡§, This study attempted to file the data yielded from the questionnaire with SPSS 10.0/PC, with mean, standard deviation, Person¡¦s Production-Moment Correlation ,t-testing, 1-Way ANOVA, analysis of variance, and stepwise multiple regressions are used as well. This study was used Semi-structured interviews for further investigation from the above top and bottom 10 schools. In addition, there were four types based on ¡§ schools¡¦ focusing level on eduaction marketing¡¨ and ¡§ principals¡¦ leadership style ¡§ in the above top and bottom 10 schools. Therefore, 8 teachers were selected from different types were interviewed for this study. The following results were derived: 1. Generally speaking, the attitude on education marketing, the principal¡¦s Leadership Styles and teachers¡¦ job involvement of elementary school teachers are good. 2. Based on the investigation of the attitude on education marketing , the principal¡¦s Leadership Styles and teachers¡¦ job involvement of elementary school teachers, the teachers of the bottom 10 schools were calculated higher score than that of the top 10 schools. 3. The teachers with senior age, personnel with master degrees or above, the teacher of seniority, department heads, or senior administrators showed better performance in the attitude of education marketing. 4. The teachers of seniority, department heads, senior administrators, and the bottom 10 schools showed better performance in the teachers¡¦ job involvement. 5. The teachers¡¦ job involvement could become higher if there were the lower education marketing, the better teachers¡¦ attitude on education marketing and the higher principal¡¦s transformational leadership. 6. The prediction of the principal¡¦s Leadership is the majority part of the prediction of the elementary school teachers¡¦ whole job involvement, Eventually, this study was concluded the valuable analyzed results and also provide the references for the elementary school principals, administrators in education, teachers of elementary school and the future investigation.

Abstract The purposes of this study are to investigate the relationship among teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors, teachers¡¦ organizational commitment, and teachers¡¦ job of involvement of elementary school teachers in Kaohsiung County. The major purposes are as follows¡G 1.To understand the situation of teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors, teachers¡¦ organizational commitment, and teachers¡¦ job involvement¡F 2.To understand their differences on different backgrounds of elementary school teachers¡F 3.To investigate the differences of teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors in teachers¡¦ organizational commitment and teachers¡¦ job involvement¡F 4.To understand the prediction effect of teachers¡¦ organizational commitment and teachers¡¦ job involvement from teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors. In order to achieve its purposes, this study has methodologically adopted document analysis, questionnaire survey. The subjects are public elementary school teachers in Kaohsiung County. The tool of this study, ¡§Elmentary School Principals¡¦ Tansformational Leadership Behaviors and Teachers¡¦ Organizational Commitment and Teachers¡¦ Job Involvement Survey Questionnaire¡¨ was designed and then 613 samples were surveyed. The data were analyzed and presented by t-test, one-way ANOVA, Pearson¡¦ s product-moment correlation, and stepwise multiple regressions. The conclusions of this study are as follows¡G 1.The teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors have high positive response in elementary schools. 2.The dimension of identification with school has high good response in teachers¡¦ organizational commitment. 3.The dimension of concentration on work has high good response in teachers¡¦ job involvement. 4.First, different personal variables have differences in teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors. Next,different personal variables have differences in teachers¡¦ organizational commitment. Finally, different personal variables have differences in teachers¡¦ job involvement. 5.First, teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors have great positive correlation with teachers¡¦ organizational commitment. Next, teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors have great positive correlation with teachers¡¦ job involvement.Last, teachers¡¦ organizational commitment have great positive correlation with teachers¡¦ job involvement. 6.Different teachers¡¦ organizational commitment and teachers¡¦ job involvement have differences in different teachers¡¦ perceptions ofprincipals¡¦ transformational leadership behaviors. And the high level ofteachers¡¦ perceptions of principals¡¦ transformational leadership behaviors is higher in teachers¡¦ organizational commitment and teachers¡¦ job involvement than the middle level and the low level. 7.Teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors are powerful in predicting teachers¡¦ organizational commitment in elementary schools. 8.Teachers¡¦ perceptions of principals¡¦ transformational leadership behaviors are powerful in predicting teachers¡¦ job involvement in elementary schools.

published_or_final_version / Education / Master / Master of Education

在香港國際學校，相較于本地學校，更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢？瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。 本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查，通過Maslash（MBI-ES）問卷，分三個維度（情緒衰竭、非個性化、低成就感）對中文教師職業倦怠的程度進行描述；其次，利用訪談對倦怠的原因和影響因素進行探討和分析。 本次調查採取方便取樣的原則，隨機抽取國際學校中文教師30 人進行調查，利用SPSS17.0 對數據進行整理和分析，組間的差異性采用方差分析（單因素ANOVA）和t 檢驗，人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。 研究發現，香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠，而在低成就感上得分較高，即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異； 不同年齡的教師在低成就感維度上差異顯著（ P=0.000），本次調查中，20-30 歲的教師成就感最低，50 歲或以上的教師最有成就感；從入職時間上看，有1-2 年工作經驗的教師有相對高的情感衰竭情況（22.00±6.06）；不同入職時間的教師在成就感上差異顯著（P= 0.018），從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外，學歷與成就感表現出顯著相關（B=3.195，P=0.034），學歷越高在教學上的成就感體驗也就越高；同時，香港以外的教學經驗與成就感呈現顯著相關（ B=2.253，P=0.05），即教學經驗豐富的教師擁有相對高的成就感。 This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows: The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age（ P= 0.000 ） and working years（ P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education