by Chan Chung-shun. / Bibliography: leaves 62-64 / Thesis (M.B.A.)--Chinese University of Hong Kong

by Ting-hong Wong. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [103]-[109].

Lee Wing-Sze Wincy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 39-47). / Abstracts in English and Chinese. / ABSTRACT --- p.2 / ACKNOWLEDEGEMENT --- p.4 / TABLE OF CONTENTS --- p.5 / INTRODUCTION OF RESEARCH TOPIC --- p.7 / THEORETICAL OVERVIEW --- p.9 / To be or not to be: Cognitive appraisal of stressful event --- p.9 / Psychological Vulnerability: Attitude towards using computer and computer anxiety --- p.13 / Burnout as the manifestation of occupational strain --- p.15 / Social Support --- p.17 / "The consequences of ""burning out"": Intention to Leave" --- p.19 / PRESENT INVESTIGATION --- p.19 / Confirmatory Analysis --- p.19 / Model specification and model testing --- p.20 / METHOD --- p.22 / Sample --- p.22 / Measurement of theoretical constructs --- p.23 / Pilot Study --- p.26 / RESULTS --- p.27 / Item level confirmatory analysis --- p.27 / Testing of measurement model --- p.30 / Evaluating the structural model --- p.32 / DISCUSSION --- p.34 / Implication of findings --- p.34 / Limitations and future studies --- p.37 / REFERENCES --- p.40 / APPENDIX A --- p.49 / APPENDIX B --- p.50 / APPENDIX C --- p.51 / TABLE 1 TO TABLE4 --- p.58 / FIGURE CAPTION --- p.61 / FIGURE1 --- p.62 / FIGURE2 --- p.63

This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.

The purpose of this research was to investigate the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the state of Texas. The healthcare profession is one of the largest growing occupations in the U.S. nationwide. The job growth outlook for healthcare professionals is projected to be on average 34% between 2014 and 2024. Despite the growing healthcare job categories, there is a shortage of healthcare professionals in the U.S. This study addressed the shortage of health science teachers in secondary education. Considering the importance of healthcare, especially with an aging U.S. population, it is critical to study the impact of work engagement and job satisfaction on teacher intent to leave the health science teaching profession. Through a correlational survey research design it was found that job satisfaction and work engagement are negatively related to turnover intention. Hierarchical regression analysis indicated that job satisfaction accounted for 39.6% of the variation in turnover intention. Findings also showed that work engagement did not moderate the relationship between job satisfaction and turnover intention. Implications for research and practice are discussed and conclusions are provided.

The purpose of this study was to investigate factors contributing to the longevity of four early-career (5 to 10 years of experience) K–5 elementary general music teachers in Title I schools situated in four regions of the United States. The central research question was: How did early-career elementary general music teachers in Title I schools describe the opportunities and challenges that contributed to their decisions to continue teaching? Using Deci and Ryan's theory of self-determination as a theoretical framework, I analyzed how the four teachers reflected on the degree to which they each possessed autonomy, competence, and relatedness through recounting their perspectives, stories, and experiences. Although the participants shared many commonalities, they also experienced challenges and opportunities unique to their teaching environments. Results were mixed regarding their levels of autonomy and relatedness, but all four teachers possessed a high level of competence, which was likely a contributing factor to their longevity and potential to continue teaching. Nurture and care for children also emerged as a prominent theme from the results, which required the application of a separate theoretical framework. Noddings's theory of the ethic of care served as a lens for examining the myriad ways each participant demonstrated love, care, and concern for her students. All four teachers strongly expressed the important role their love of working with children and seeing them grow, progress, and learn played in their desire to continue teaching. Of all the contributing factors, the participants' ethic of care seemed to be the most significant influence on their decisions to continue teaching. They also spoke extensively about the role of their love for music as a subject. Conclusions address implications for the field and recommendations for future research.

In this dissertation the findings of a survey on 100 inner-city independent school educators, concerning the factors that affect the level of job satisfaction are presented. It was found that educators derive most of their job satisfaction from interpersonal relationships. Dissatisfaction was mainly the result of low salaries, low status in the community, poor facilities and lack of security. Most of the educators were looking for alternative employment and regarded employment in public schools as a much better option. Recommendations were made to principals on how to improve the factors that affect the level of job satisfaction for educators. / Educational Studies / MED (EDUC MANAGEMENT)

Submitted in fulfilment of the requirements for a Masters Degree in Technology in Public Management, Faculty of Management Sciences, Durban University of Technology, Durban, South Africa. 2015. / While research has been conducted, with regard to job satisfaction all over the world, no research has been done on the various factors affecting job satisfaction of academic employees, with specific reference to the National University of Lesotho (NUL). Therefore, the understanding of these factors are clearly defined and explained, in order to help university administrators to improve academic performance and attract well-qualified academics into the university. Factors affecting job satisfaction of academic employees at the NUL include, working conditions, relationship with colleagues, and access to resources, job security, recognition and advancement. The sample consisted of 156 respondents, who were selected using the Supercool Random Generator Software and were required to complete a questionnaire, with an interviewer present to assist. Respondents were asked to complete a 5-point Likert scale questionnaire. A mixed approach of both quantitative and qualitative techniques was used, while the analysis of primary data was done using SPSS, version 21.0. The results were presented by figures from Microsoft Excel and gross tabulation tables. The findings of the study indicated that there was a positive significance to the NUL academic staff regarding salaries, as a factor influencing their job satisfaction. The results also indicated that there are insufficient financial resources to support teaching, learning and research at the NUL. However, the results further revealed that, besides all the dissatisfaction shown by academics, in terms of aspects, such as benefits, allowances, lack of equipment, as well as poor institutional management, there were good relations between departments, and they work as a team. Therefore, the findings from this study can assist university administrators and academics to increase the job satisfaction levels of employees.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study focused on the plight of teachers in the challenging traumatic context of high-risk schools on the Cape Flats, Western Cape, South Africa. Study aims were to measure the stress and burnout of educators and analyse the effect of three different interventions using psycho-educational workshops. Forty-three educators in three secondary schools took part for 15 hours in total over 10 weeks, as well as a control group of 20 teachers. Interventions were grounded in trauma release exercises (TRE), transpersonal psychology (TP) and transactional analysis (TA) practice, and can be conceptualised as primarily physical, emotional and cognitive approaches to stress and burnout prevention. In a mixed-methods study based on the transactional stress model, quantitative data comprised statistical analysis of stress, personal, work and learner-induced burnout and well-being, at the pre- and post-intervention stages. An analysis of the text coding of the educators’ stress, burnout, coping and well-being accounts followed. The study then focused on qualitative thematic analysis of the focus group interviews. Perceived stress was significantly different between the three intervention groups and control group and learner burnout was significantly reduced in the TRE (p=0.02) and TA (p=0.02) groups. There were trends for stress and burnout reduction for the TP group. Coding analysis focused on the intra-and inter-individual TRE, TP and TA tools that had an impact on educators in their efforts to cope with stress and burnout. Focus group interviews gave thematic insights into physical, emotional and cognitive responses to stress and burnout interventions on the individual, interpersonal and organisational levels and revealed new perspectives on classroom competency, with educators taking more responsibility for discipline in the classroom, their greatest stressor. This study indicated that TRE, TP and TA interventions offer educators in high-risk schools physiological, affective and cognitive approaches to dealing with threat and trauma, assisting with stress and burnout reduction, facilitating renewed insights into classroom competency. / AFRIKAANSE OPSOMMING: Hierdie studie het gefokus op die toestand van onderwysers in die uitdagende, traumatiese konteks van hoë-risiko skole op die Kaapse Vlakte van die Wes-Kaap, Suid-Afrika. Die doelstellings van die ondersoek was om stres en uitbranding by onderwysers te meet en om die invloed van drie verskillende intervensies, in die vorm van psigo-opvoedkundige werkswinkels, te analiseer. Drie-en-veertig opvoeders in drie sekondêre skole het oor 10 weke vir 15 uur in totaal deelgeneem, sowel as ‘n kontrolegroep van 20 onderwysers. Die ingrypings is gegrond in die praktyke van trauma-ontladingsoefeninge (trauma release exercises [TRE]), transpersoonlike sielkunde (transpersonal psychology [TP]) en transaksionele analise (transactional analysis [TA]), en kan hoofsaaklik as fisiese, emosionele en kognitiewe benaderings tot die voorkoming van stres en uitbranding gekonseptualiseer word. In ’n gemengde metode studie gebaseer op die transaksionele stresmodel, het die kwantitatiewe data bestaan uit statistiese analises van stres, persoonlike, werks- en leerdergeïnduseerde uitbranding en welstand, vóór en ná die ingrypings. Dit is gevolg deur ’n analise van die tekskodering van die opvoeders se verslae oor hulle stres, uitbranding, behartiging en welstand. Die studie het hierna gefokus op ’n kwalitatiewe tematiese analise van die fokusgroeponderhoude. Waargenome stres het beduidend tussen die drie intervensiegroepe en die kontrolegroep verskil en leerderuitbranding het beduidend in die TRE (p=.02) en TA (p=.02) groepe verminder. Daar was tekens van vermindering van stres en uitbranding in die TP groep. Koderingsanalise het gefokus op die intra- en inter-individuele TRE, TP en TA gereedskap wat ’n impak op opvoeders gehad het in hulle pogings om stres en uitbranding te hanteer. Fokusgroeponderhoude het tematiese insigte oor die fisiese, emosionele en kognitiewe reaksies op stres- en uitbrandingsingrypings op die individuele, interpersoonlike en organisatoriese vlak verskaf, met onderwysers wat groter verantwoordelikheid geneem het vir dissipline in die klaskamer, wat hulle vernaamste stressor is. Hierdie studie dui daarop dat TRE-, TP- en TA-ingrypings aan opvoeders in hoë-risiko skole fisiologiese, affektiewe en kognitiewe benaderings bied om bedreiging en trauma te hanteer. Dit dra by tot ’n vermindering van stres en uitbranding en fasiliteer nuwe insigte in klaskamerbevoegdheid.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences