This study is an investigation of the career experiences of women primary teachers who job share. It explores how job sharing fits into overall working patterns and examines whether it fulfils the personal and professional needs of teachers. It investigates how successful job sharing is seen as being in practice and explores the potential advantages and disadvantages of job sharing for teachers and for schools. The study examines the claims made for job sharing as a means of advancing the cause of equality in the workplace. Data were gathered through in-depth interviews with twenty women primary teachers who job shared. The role of job sharing in their careers was examined and the extent to which it satisfied personal and professional expectations explored. The career experiences of job sharing teachers were further investigated through a questionnaire sent to a sample of teachers who had previously job shared. This provided a retrospective and longer term account. All of these experiences were then situated within the wider contexts in which teaching operates. For this, documentary and policy analysis were undertaken, and semistructured interviews were conducted with headteachers and parents, and key informants at local and national level. The research found that job sharing is successful in meeting the personal needs of the women primary teachers. Teachers spoke of the balance in their lives which this working arrangement helped them to achieve. In terms of the professional dimension, the study found that experiences of job sharing in practice were positive. For teachers the affective rewards of being with children and feeling competent and skilled in daily work were high. Feelings of acceptance within the workplace culture were positive; building and sustaining relationships with parents and, in particular, with colleagues, which was viewed as a salient part of the job of primary teaching, was possible whilst job sharing. As a result, schools were seen to be gaining by employing experienced and motivated individuals who were able to make positive contributions. However, some difficulties were found with the professional and career development of job sharing teachers. The study concludes that job sharing is not deleterious to women teachers' careers. It is far less harmful than other forms of part-time teaching although, as yet, it is not challenging full-time teaching as the dominant work model.

The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982). The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.

M.A. / Employee assistance program (EAP) is one service model that are designed to assist troubled employees in the workplace. Its feasibility has been experienced in many different contexts. However, the school is somewhat neglected in this respect, and few EAP’s are known to exist in the school system. This study will contribute to the introduction of EAP’s within the school environment because EAP is perceived as only applicable on the companies and organisations. The goal of the study is to conduct a need assessment of teachers regarding the feasibility of an EAP in the school environment. The objectives of the study is to conduct literature study of EAP models, to develop a questionnaire for data collection, conduct survey on the teachers of the target schools, analyse data and test hypothesis and make recommendations regarding the feasibility of an EAP. The study was conducted with teachers from the low veld region in northern province. 50 teachers have completed a questionnaire. In the results the researcher found that the teacher like any other employee has problems, which can affect their well-being and the school productivity. Most of the secondary teachers have a need for employee assistance programs. / Dr. W. Roestenburg

The purpose of this study was to determine the job satisfaction levels of full-time women faculty at the 25 universities in Seoul. The findings of this study reveal that (a) women faculty are a diverse group; (b) women faculty are satisfied overall with such components of their jobs as their work, pay, supervision, co-workers, and job in general, but not with opportunities for promotion; and (c) the predictors of job satisfaction for women faculty are private or public institutional type, field of specialization in highest academic degree, origin of academic degrees, and academic rank.

Abstract not available

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

The purpose of the study was to examine francophone high school teachers' motivation and to test the Job Characteristics Model, a model of factors that affect the satisfaction and motivation of workers, to determine its possible utility as a diagnostic tool in the field of education. / The study is based on a sample of 136 high school teachers from a francophone high school. The data collection instrument used in this study was the Job Diagnostic Survey developed by Hackman and Oldham (1980). / The findings revealed that the Job Characteristics Model and the JDS instrument have some utility in the field of education. Proposed relationships between job characteristics and psychological states, between psychological states and motivation and satisfaction outcomes were found to exist. Psychological states appeared to mediate between job characteristics and outcomes. Among core job characteristics, task significance was the most important motivating factor for teachers followed by autonomy, skill variety, task identity, feedback from the job and feedback from agents. Among the critical psychological states, the most motivating factor is experienced meaningfulness of the work followed by experienced responsibility and, lastly, knowledge of the results. For the outcomes, internal work motivation was the best motivator followed by growth satisfaction and general satisfaction. (Abstract shortened by UMI.)

Teachers are being stretched to the limit. Expectations placed on them seem to be expanding exponentially. Their role encompasses not only teaching specific content and mentoring students in the love of learning, but functioning as frontline social workers. It is the task of the teacher as specialist to teach and to educate. The measure to which teachers experience fullfilment in their vocation in an accepted environment will, to a significant extent, determine their attitude and conduct. The principal cannot afford to disregard the expectations of the teachers, as there are too many benefits to be derived from a satisfied staff. It is the duty of the principal, therefore, to create a working environment conducive to education and teaching. This dissertation examines the job satisfaction and propensity to leave among level one educators in a Government school, viz. Apollo Secondary and an Ex-Model C school, viz. Queensburgh Girls' High. It has been undertaken to study the intrinsic and extrinsic factors in a working environment which influences the job satisfaction of teachers in order to determine how these factors may enable a teacher to fullfil his vocation effectively. It also explores the ability of extrinsic and intrinsic work rewards to predict the job satisfaction and organizational commitment of teachers. Work related rewards were studied in reference to their relative importance as determinants of work satisfaction. An analysis of the factors and· their influence on job satisfaction and propensity to leave reveals that there does exist some differences between educators in a Government school and in an Ex-Model C school. The results indicated that low salaries, poor working conditions, too large class sizes, too heavy workload-both in the classroom and beyond, lack of administrative support, resentment of central administration, pressures of limited time and resources, student discipline problems, lack of prestige, and limited input into school decisions have caused dissatisfaction in the teaching profession. Organizational climate is therefore, one of the integral factors that determine the quality of teaching in a school. Staff development programmes in which the developmental needs of teachers have been recognised, should be carefully structured so as to enable the teachers to render optimum service. Teachers experience job satisfaction when they are given responsibility in accordance with the demands of their profession. Career development also promotes job satisfaction as it prevents a teacher's career from stagnating since it provides continual learning. Other factors that motivate teachers include love and respect for co-workers and colleagues, support of and feeling appreciated by administrators, and love of the students and the joy of working with them. The hope is expressed that this research project will enable principals and administrators to manage their schools in such a way that teachers will be able to fullfil their tasks ably and effectively. / Thesis (M.B.A)-University of Natal, Durban, 2003.