The problem of the study was: Can teacher personality characteristics be identified which distinguish between the open and non-open teacher? The major purpose of the study was to develop a profile of personality characteristics as measured by the California Psychological Inventory (CPI), the Sixteen Personality Factor (16 PF), and the Teacher Satisfaction/Compatibility Questionnaire, all of which describe the open and non-open classroom teacher. It was a descriptive study which utilized volunteer teachers from a large school district in the Southwest. Two trained observers made two 20-minute observations in the classrooms of teachers who had volunteered to participate in the study. Based on these two observations and using the Walberg-Thomas Observation Rating Scale, each observer independently rated the openness of the learning environment of each of the classrooms visited. The volunteer teachers were administered the CPI, and 16 PF, and the Teacher Satisfaction/Compatibility Questionnaire. Data were analyzed by means of a t-test for two sample tests of independent means for null hypothesis 1 and null hypothesis 2. Data were analyzed by means of a two-way ANOVA for each of the 34 dependent variables for null hypothesis 3 and null hypothesis 4. The level of significance for rejection of all hypotheses was set at the .05 level. Conclusions of the study were as follows: the two open schools differed significantly from the five non-open schools in openness of the learning environment. The open teachers differed significantly from the non-open teachers in satisfaction; however, the open teachers did not differ significantly from the non-open teachers in compatibility. With openness and satisfaction serving as independent variables, and the 18 CPI scales and the 16 16 PF scales serving as dependent variables: (1) open teachers did not differ significantly from non-open teachers on 12 CPI scales and nine 16 PF scales. Open teachers did differ significantly from non-open teachers on six CPI scales and seven 16 PF scales: (2) with one exception, satisfied teachers did not differ significantly from not-satisfied teachers in scale scores on the CPI and the 16 PF; (3) no interaction existed between open teachers and non-open teachers and satisfied teachers and not-satisfied teachers in scale scores on the CPI and the 16 PF. With openness and compatibility serving as independent variables, and the 18 CPI scales and the 16 16 PF scales serving as dependent variables: (1) open teachers did not differ significantly from non-open teachers on 10 CPI scales and eight 16 PF scales. Open teachers did differ significantly from non-open teachers on eight CPI and eight 16 PF scales; (2) with three exceptions, compatible teachers did not differ significantly from not-compatible teachers in scale scores on the CPI and the 16 PF; (3) with three exceptions, no interaction existed between open teachers and non-open teachers and compatible teachers and not-compatible teachers in scale scores on the CPI and the 16 PF. It was possible to identify teacher personality characteristics which distinguished between open and non-open teachers. It was possible to develop profiles of personality characteristics which describe open and non-open teachers. Based on the conclusions of this study, various recommendations were made. Similar studies with additional factors and/or larger number of subjects and wider geographic area were recommended. There should be a continuing search for the personalities and behaviors which characterize open and non-open teachers. Perhaps a major focus in future research on education should be the determination of principal personality characteristics that are best suited to the philosophy and methodology of open and non-open education.

The purpose of the study was to determine if there were significant differences in the levels of job satisfaction of teachers of the deaf in residential and day school/class programs. Four selected subpopulations of these teachers were also compared.The Purdue Teacher Opinionaire was utilized to obtain teacher perceptions of job satisfaction. A questionnaire was utilized to obtain demographic data. Five major null hypothesis were tested by the multivariate and univariate analysis of variance.Findings1. Day school/class and residential school teachers of the deaf were found to be significantly different in levels of job satisfaction.2. Male and female teachers of the deaf were found to be significantly different in levels of job satisfaction.3. Normal hearing teachers of the deaf and deaf teachers of the deaf were found to be significantly different in levels of job satisfaction.4. Teachers of the deaf in various age groups were found to be significantly different in levels of job satisfaction.5. Teachers of the deaf with daily contact with deaf colleagues and those without daily contact with deaf colleagues were found to be significantly different in levels of job satisfaction.Conclusions1.The type of school (residential or day) does have an influence on job satisfaction levels of teachers of the deaf.2. There are significant differences in levels of job satisfaction between the following subgroups of teachers of the deaf: male and female; hearing and deaf; age ranges 20-25, 26-35, 36-45, and over 45; and teachers with daily contact with deaf colleagues and teachers without daily contact with deaf colleagues.

Extensive research has been conducted to determine the degree of satisfaction among workers in various categories of the working force. Educational researchers have become increasingly interested in determining not only the degree of job satisfaction among teachers, but also the sources of teacher job satisfaction and dissatisfaction.One of the most controversial issues in contemporary education is the increased tendency to construct schools with open-space designs. Of great concern to many people are the effects that architectural changes and resulting conditions have on teachers. Heretofore, studies involving open-space schools have been largely interested in the effects on pupil self concept, personality, and achievement. Few systematic and analytic attempts have been made to assess evaluations by teachers concerning the impact of open-space design on job satisfaction. The purpose of this study is to determine the degree of job satisfaction of teachers in two dissimilar elementary school settings, the open-space and the self-contained.The experimental design involved dissemination of The Purdue Teacher Opinionaire to 76 elementary classroom teachers from four predominantly open-space schools and 85 teachers from four predominantly traditional schools. Each of the eight schools is located in Delaware County, Indiana. Teacher participation was strictly voluntary. Those wishing to participate in the study were given five full school days in which to respond to-the opinionaire.There were two major hypotheses tested. Hypothesis I proposed that there would be no significant difference between the proportion of teachers responding from open-space schools and traditional schools. A formula by Glass and Stanley was used to test the equality of group proportions.Hypothesis II and all of its sub-hypotheses proposed that there would be no significant difference between teachers in open-space and traditional schools regarding the degree of job satisfaction as measured by The Purdue Teacher Opinionaire. Data for these hypotheses were analyzed by means of a One-Way Multivariate Analysis of Variance (Manova).No significant difference was found in the proportion of teachers responding from open-space and traditional schools. The null hypothesis of no significant difference between teachers regarding degree of job satisfaction as measured by The Purdue Teacher Opinionaire was rejected. The only variable contributing to this rejection was that of "Rapport Among Teachers." Data analysis revealed that teachers from traditional schools responded more positively to this variable than did teachers from open-space schools. Although no significant difference was found to exist between the two groups of teachers regarding either of the remaining five factors analyzed, teachers from traditional schools responded more positively to four of the five factors than did teachers from open-space schools. Suggestions for further research include consideration of whether or not teachers are teaching in a school by choice or by chance; consideration of data pertaining to factors such as sex, age, years of teaching experience, and number of years teaching in a particular type of school structure; and a similar study involving a greater number of subjects from a wider geographic area.

Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 8, 2005. Dissertation Committee: Jeanne B. Morris, Kenneth H. Strand (co-chairs), James J. Johnson, Kathryn W. Smith, Fred A. Taylor. Includes bibliographical references (leaves 83-91) and abstract. Also available in print.

The purpose of the research was to investigate the level of job satisfaction of primary and secondary rural and farm school teachers in Gauteng West - D2. The following research questions were addressed: „X What is the nature of job satisfaction? „X What are the factors responsible for the job satisfaction and/or dissatisfaction of rural and farm school teachers? „X How can managers or those responsible for education create job satisfaction among rural and farm schoolteachers? In this study the researcher developed a questionnaire which was used as a measuring instrument for the research. The questionnaire was designed within the framework regarding levels of job satisfaction to improve performance. The questionnaire can be used for future research studies. The results of the study indicated that three of the 27 factors showed statistically significant differences, namely, types of school, highest educational qualifications and racial groups. The main conclusion drawn from the research is that rural and farm school teachers in Gauteng West-D2 are not satisfied with their environment and available facilities. Finally there is a need for a follow - up study to be conducted on all teachers in Gauteng West ¡V D2 to determine the level of job satisfaction of all teachers. / Ms. D. Groenewald

D.Ed. (Educational Management) / The learner teacher ratio is one of the factors that affects the quality of education provided in schools the national department of education (1992:6) indicated that one of the problems adversely affecting the overall quality of education in south Africa was, among others, not the shortage of educators but their unequal distribution. This unequal distribution of educators in schools was mainly due to the massive discrepancies in the amounts spent by the apartheid government on education departments (National Department of education, 1992:6 Coutts, 1996:131; University of Witswatersrand, 1997: 1)...

Classical management theory holds that an individual within a complex organization should receive orders from only one superior; thereby providing the worker with unity of command. While functional specialization within large organizations prevents the explicit application of the unity of command principle, current organizational theory recognizes the merit of the basic concept. The British Columbia Public Schools Act divides administrative functions above teachers between the Department of Education and local Boards of School Trustees. The Department is given complete authority for classification of teachers for certification, for curriculum content and textbooks, for work methods within the classroom, and for supervision and evaluation of teachers. The local Board is given complete authority for selection, hiring, promotion, assignment, and termination of teachers. This division of authority between the Department of Education and Boards of School Trustees violates the principle of unity of command; and produces fragmentation of authority in the administration of teachers and their employment. It was hypothesized that the degree to which a teacher recognized this fragmentation of authority would be directly related to the innovativeness of the teacher; and that job satisfaction would be inversely related to the recognition of authority fragmentation. Those teachers who are more innovative in their teaching methods should encounter the dichotomy in the process of obtaining authorization/equipment for novel teaching techniques. When the authority fragmentation thwarts the teacher's innovative efforts, job satisfaction should suffer. A teacher who is not innovative should have less opportunity to encounter the authority dichotomy, and should therefore feel greater job satisfaction. A questionnaire was designed to measure the degree to which teachers recognize authority fragmentation, the innovativeness of the teacher, and job satisfaction felt by the teacher. The questionnaire was validated using a panel who completed the form and were interviewed for their impressions of the items, and through a pilot mail survey. The questionnaire was then mailed to a random sample of B.C. school teachers. 121 useable responses were obtained from a total sample of 508 subjects. Item analysis was performed on completed questionnaires to detect set responses, and to establish construct validity. The items in the job satisfaction section of the form were factor analyzed to determine the number of satisfaction dimensions tapped by the instrument. The results of the questionnaires were scored to produce one score for innovativeness, five scores for recognition of authority fragmentation (one score for each dimension isolated), and five scores for job satisfaction (one score for each dimension of satisfaction isolated). Linear regression analysis was performed between innovation scores and authority fragmentation scores; and between authority fragmentation scores and job satisfaction scores. Regression analysis was also performed between job satisfaction and innovativeness directly to check for contradiction of the hypothesized mediating function of perception of authority conflict. Hotelling's T² statistic and t-tests were performed on job satisfaction scores when S's were sorted into subsets above and below the sample mean on both innovation and one authority fragmentation dimension at a time. Statistically significant correlations (p≤0.05) were found between innovativeness and four of the five dimensions of authority fragmentation, supporting the first stage of the hypothesis. Three of the twenty-five pairs of authority fragmentation dimensions and job satisfaction dimensions showed significant correlations, T-tests did not reveal significant differences between satisfaction scores when S's were sorted on innovation and authority fragmentation scores. The second stage of the hypothesis was not supported. The scatter of points around the regression line was large in each significant correlation. While the second stage of the hypothesis was not statistically supported, suggestive evidence was found which warrants further research. / Business, Sauder School of / Graduate

A music teacher’s place of work—the school, the geographical focus of this dissertation—is always in a state of reform and thus what constitutes quality work within this space is also in constant flux. Contemporary schooling exists in and as a marketplace shaped by neoliberal policies, with goods managed by a cacophony of entities from governmental programs to private organizations. These policies are not only a structural change, but also a method of forming and reforming teachers. Necessarily—inevitably— policy changes what learning looks like, how it is accomplished, and who the music teacher is. The purpose of this study is to explore the lived experiences of music teachers who work and interact within the phenomenon of contemporary neoliberal-influenced schools. I examine how music teachers operate and think, maneuver and resist, choose and refuse, submit and comply within the forces that define the conditions of contemporary schools. This topic was examined through a phenomenological case study of a private non- profit organization that manages music teachers in public school settings. Data came from the lived experiences of 8 music teachers, which were elicited through interviews and observations, as well as participant-researcher journals and document collection. Analysis indicated that the phenomenon of contemporary schooling is unique in the ways that teachers enter into the new space, the ways in which work towards or in opposition to performance expectations, and the ways in which they find support in working through perceived contradictions. Implications reveal the ways that education policies shape teacher identity and quality teaching and learning.

by Wong Yiu Chuen Enoch. / Thesis (M.A.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves 65-68.

Public schools need to enhance teacher job satisfaction which should improve teacher retention, teacher performance, and student achievement. This was a qualitative study of those factors which teachers with high and low job satisfaction perceived affected how they felt about their jobs. A sample of 200 tenured Virginia Beach teachers was randomly selected sent the Teacher Job Satisfaction Questionnaire (TJSQ). Eighty-four of these teachers who agreed to be interviewed were rated on performance by their principals. Eight teachers, who placed at the top the ranked list of TJSQ scores and who were rated at least above average by their principals, were selected for interviews. Five teachers, who placed at the bottom of the list of TJSQ scores and who were rated average at best by their principals. were also selected for interviews. The teachers in the study said they liked student success best and paperwork least. Respondents said the principal, coworkers, students, materials, autonomy, home life, parents, personality and participatory decision-making all affected job satisfaction. The principal was ranked most important. Job satisfiers were tabulated across questions. The most frequently identified intrinsic factor was student success. The extrinsic factors of working conditions, principal support and coworker support were identified. Intrinsic dissatisfiers included lack of teacher achievement, lack of recognition and lack of student success. Extrinsic dissatisfiers were poor working conditions and unpleasant student relationships. Concerning demographics, the teachers with the top 30 job satisfaction scores were older, more female, more minority, more elementary, more experienced and about equally educated than the teachers with the lowest 30 job satisfaction scores. In general, there was little difference between the responses of the high job satisfaction group and the low job satisfaction group perhaps because of the manner in which they were selected. However, teachers with low job satisfaction in this study were slightly more concerned with recognition, coworker support, working conditions, salary, student support, parent support and input into decision making than the high job Satisfaction group. / Ed. D.