An investigation was conducted to determine what values were perceived as being of "high importance" by business faculty of community colleges; to compare the values of participants of the study with those of three comparison groups (two-year private junior colleges; two-year community colleges; four-year universities;) and to explore the possible relationship of values to job satisfaction. The design of the investigation was a questionnaire mailed to 185 business faculty members from mine community colleges which represented the states of Maryland, North Carolina, and Virginia. Colleges were selected which possessed characteristics (urban, rural, suburban and small, medium, large) as to be representative of the three community college systems. One hundred and fifty responses were received for a response rate of 81 percent. Two instruments were used to obtain data: The Job Descriptive Index (JDI) for measuring dimensions of job satisfaction and the Rokeach Value Survey for the ranking of values. The data was analyzed using the Page L-statistic and the Schucany-Frawley rank order test. In this study business faculty members of community colleges ranked the tenninal and instrumental values of "high importance" in accordance with the ranking of the terminal and instrumental values by faculty members in general from samples drawn at two-year private junior colleges and two-year community colleges; and by business faculty representing four-year universities. Of the terminal values, the three values ranked highest by medians and composite scores were "self-respect," "family security," and "sense of accomplishment." Of the instrumental values, the three values ranked highest were "honest," "responsible," and "capable." Respondents of this study also ranked a subset of the terminal and instrumental values, the "academic values" (sense of accomplishment, capable, intellectual, logical, imaginative), in concordance with the rankings by faculty of the three comparison groups. This confirmed the Rokeach (1973) study that educators were unique in placing a high priority to the "academic values" which indicate a high value on intellectual competence and self-actualization. The relationship between "academic values" and total job satisfaction was tested. Results indicated that there was no relationship between an individual's score on total job satisfaction and his/her respective ranking of the "academic values." Finally, the possible relationship between "academic values" and two subsets of job satisfaction, "work" and "advancement," satisfiers and/or motivators according to Herzberg (1959), were explored. Results indicated that there was no relationship between an individual's score on the JDI subset of either "work" or "advancement" and his/her ranking of the "academic values." In summary, the study concluded that business faculty of community colleges ranked the terminal, instrumental, and "academic values" in concordance with the rankings of the three comparison groups and that there was no relationship between either values and job satisfaction or values and Herzberg (1959) motivators and/or satisfiers. / Ed. D.

Occupational stress is a contemporary phenomenon worthy of study. Inquiry into this problem thus far has been limited to occupations other than those of higher education, and particularly lacking is research and theory in community colleges. Occupational stress can have a detrimental effect on employees, the organizations as a whole, and ultimately, society in general. This research examines the phenomenon of occupational stress among professional community college employees in administrative and instructional roles. Using the grounded theory research technique of Glaser and Strauss, 27 community college personnel across four functional levels were interviewed. Findings identify factors within employees' perception of barriers to fulfillment of role expectation that can affect and contribute to perceived stress stemming from their roles in community colleges. A theoretical framework is developed which focuses on barriers to role fulfillment, factors external to the individual that comprise those barriers, their sources, and the interactions and relationships that result in stress. / Ed. D.

The purpose of this study was to measure the level of professional identification and the degree of job satisfaction of home economics teachers employed in school systems throughout the United States and to determine which personal variables related to those two constructs. The sample of 500 members of the Elementary, Secondary, and Adult Education section of the American Home Economics Association was randomized by ZIP Code to assure national geographic coverage. Multiple instruments were used to measure the variables in the study. The short-form of the Minnesota Satisfaction Questionnaire (Weiss, et al., 1967) measured extrinsic and intrinsic job satisfaction. Hall's Professionalism Scale (1968) revised by Snizek (1972) measured five components of professional identification. The researcher-devised Personal Data Questionnaire determined the personal variables. The research incorporated 263 persons who met the qualifications for inclusion in the study. The Pearson Product-Moment formula delineated a positive correlation between home economics teachers' job satisfaction and their professional identification. Analysis of variance and multiple regression analysis described the relationships among the personal variables, professional identification, and job satisfaction. Job satisfaction scores of home economics teachers differed on the basis of marital status, age, professional identification, and attendance at national or state meetings of professional organizations. Service, creativity, and the variety of tasks performed emerged as the factors that 90 percent of the home economics teachers found most satisfying. The variables of job satisfaction, reading professional journals, and attending professional meetings contributed to the professional identification of the home economics teachers. Professional organizations and the public service components of professional identification received the highest scores on the Professionalism Scale. The research results provide pertinent information for home economics educators, state home economics supervisors, and professional associations. / Ed. D.

published_or_final_version / Education / Master / Master of Education

The dual role of classroom teacher and athletic coach is commonly combined in public school systems, often resulting in job related conflicts. The purpose of this study was to examine the job attitudes of teacher-coaches as perceived by teacher-football coaches (n=283) and high school principals (n=43) and identify areas where role preference occurred. The teacher-coaches and principals responded to a job attitude instrument designed to measure attitudes concerning job related tension, participation in decision making, job involvement and job satisfaction during the roles of teaching and coaching.

M.Ed. (Education Management) / Please refer to full text to view abstract

"May 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 362-387). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education