Using the framework of attribution theory, the variables of age of professors, formality of dress of professors, and class of student were tested for their influence on college students' expectations of the teaching effectiveness of college professors in a first impression situation. A rating questionnaire containing ten positive professors' traits was developed. An older male and a younger male were photographed in black-and-white in three outfits, for a total of six photographs. The sample consisted of two groups: 179 freshmen and 175 seniors. Each student was randomly assigned one of the six photographs to rate. A Pearson correlation of the ten traits revealed two groups of closely related traits plus some miscellaneous traits. One group represented competence and one represented approachability. A multivariate analysis of variance indicated that the factors of age and formality were significant. Overall, the older professor rated significantly higher than the younger. The older professor received higher scores on knowledge, preparation, and organization, while the younger professor received a higher score on sympathy toward students. The lowest formality rated the highest of the three levels, with the moderate level receiving the lowest score. The lowest level rated significantly higher on clarity of communication. This trait had the highest negative association with formality. The highest and lowest level rated significantly higher for well-prepared. The older professor in the lowest formality of dress rated the highest of all six photographs. The factor of class was not significant. There were no significant two- or three-way interactions. Overall, results indicate that older males are expected to be more effective professors than younger males. Evidently age gives an impression of experience. Casual dress conveys the best impression. Perhaps students can relate more to professors when professors are dressed more like them. / Ph. D.

The purposes of this descriptive investigation were (l) to construct a reliable instrument for assessing attitudes toward teaching of high school teachers, and (2) to determine if there was a difference in attitudes toward teaching between those high school teachers who were and those who were not involved in a career ladder/merit pay pilot program. Frederick Herzberg's Motivation-Hygiene Theory served as the theoretical basis for the investigation. Analysis of work motivation indicates that motivation factors may be classified in two categories, intrinsic and extrinsic. Intrinsic motivation emanates from needs within the individual. Intrinsic motivators include the following: achievement, recognition, responsibility, advancement and growth possibilities. Extrinsic motivators include the following: organizational policies, salary, working conditions, status, job security, effects on personal life, and interpersonal relations. / Ed. D.

In 1981 the General Assembly of the State of North Carolina passed legislation that required that all school districts in the state adopt a uniform system of teacher performance appraisal. The State Department of Public Instruction was charged with the responsibility of developing the instrument to be used and a plan for implementing the instrument. One of the major components of the TPAS adopted by the State Board of Education in August of 1983 was the requirement that assistance be provided to help teachers improve upon any areas that are identified to be weak. In most school systems the responsibility for implementing staff development activities falls upon personnel in the central office. This study was designed to investigate the effect of the implementation of the TPAS on the central office staff in school districts with less than 4,500 pupils in ADM. This size group was chosen because of the divisions in the state formula for the allocation of personnel for central office staff members. School districts in this size range are allotted two professional staff members for the central office staff. These personnel are one superintendent and one instructional supervisor. School districts with more than 4,500 pupils receive additional central office personnel. The research for this study was conducted through a survey distributed districts of this to all 65 superintendents in school size in North Carolina. The results of the survey were reported by frequency distribution. The research data revealed a positive feeling about the TPAS from the superintendents except for the fact that the TPAS had increased the financial and staffing burden on the school districts by creating the need for more staff development funds and a director of personnel position. The superintendents also indicated that the state mandated TPAS was an improved system over the one previously used in that school district. The data also tend to indicate that a state mandated system of teacher performance appraisal can be successful, particularly if it is followed by an adequate amount of financial and personnel support. / Ed. D.

The purpose of this study is to show the results of an investigation into the relations of Sunday school attendance with peer acceptance and teacher ratings.

published_or_final_version / Education / Master / Master of Education

Yick Doi Pei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 63-66). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Raw score approach --- p.4 / Chapter 1.2 --- Residual approach --- p.4 / Chapter 1.3 --- Indicator approach --- p.5 / Chapter 1.4 --- Overview --- p.5 / Chapter 2 --- Application --- p.7 / Chapter 2.1 --- Data --- p.7 / Chapter 3 --- Modeling --- p.10 / Chapter 3.1 --- Linear Regression at Individual Level --- p.13 / Chapter 3.2 --- Linear Regression at Group Level --- p.21 / Chapter 3.3 --- Polytomous Logistic Model --- p.28 / Chapter 3.4 --- Mixed Effect Model --- p.35 / Chapter 3.5 --- Discrete Response Multilevel Model --- p.41 / Chapter 4 --- Conclusion --- p.51 / Appendix --- p.55 / Reference --- p.63

University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education

Thesis (PhD. (Education )) - Central University of Technology, Free State, 2013 / Human Resource Development is receiving increased attention as organizations seek performance gains from their workforces during challenging economic times, as well as a measure of compliance with the Skills Development Levies Acts (1998 & 1999) and the subsequent National Skills Development Strategy (NSDS). Organisations are facing increasing pressure to demonstrate how well they perform and to provide plans for their future improvement. The Free State Department of Basic Education (FSDoBE) is one public sector organisation which has embarked on aligning its human resource development strategies with the current developments as they present themselves in the labour market and as per NSDS requirements. In this research study, the construct of an integrated human resource development plan is challenged mainly along two lines: how office-based educators’ training needs assist to determine the model of an integrated HRD plan; and how the impact of the developed integrated HRD plan will assist with the heightened job performance of office-based educators. The effectiveness of job performance by office-based educators will consequently serve as a route to improved learner results in schools. The delivery of quality education and training is one of the most important endeavours for the restoration of the culture of teaching and learning. The human resource development of office-based educators is therefore seen as an essential part for promoting the delivery of education and improving learners’ performance in schools. An essential part of developing an integrated HRD plan for office-based educators is typically with performance management process, which is the tool the FSDoBE has to use to meet its overall goals, and is directly dependent upon the ability of office-based educators to perform effectively in the management and delivery of services to schools. In order to successfully develop an integrated HRD plan, the literature overview on human resource development and performance management was presented. xvii Human resource development plans have been studied and implemented in various organizations, but not adequately explored in the FSDoBE to surface possible specific performance challenges. This study addresses this performance gaps by introducing an integrated HRD plan from the perspectives of various job ranks of office-based educators. It identifies gaps in the perceptions of office-based educators concerning performance management as conducted through the appraisal tool for office-based educators, the Performance Management and Development system (PMDS), and identifies steps in the development of an integrated HRD plan, concluding with lessons for practice. The data gathered through the literature study, questionnaires and interviews assisted the researcher to analyse and interpret the data and come up with the findings and conclude on the model of an integrated HRD plan for office-based educators. The questionnaires were administered to 60 office-based educators across their ranks (SESs, DCESs and CESs) and all 60 questionnaires were returned. The questionnaires and interviews were administered in the three education districts. The interviews were conducted to supplement the questionnaire data in order to gather rich responses from the participants. The data from corresponding questionnaire questions and interview questions was grouped together to correspond with the key research questions so as to provide the rich data as required by the research study. The key findings were that office-based educators have the desire to play a significant role in their job performance and that they need empowerment, resources and leadership to guide them in their daily duties. The analysis and interpretation of the data gathered further assisted the researcher to develop an integrated HRD plan as presented in Table 7.1 and as stated by the title of this research. The evidence of the narrative incidents with office-based educators suggest that the development of an integrated HRD plan will provide a useful research tool for those wishing to study the design and use of HRD plans in the future, as it gives a xviii holistic overview to be taken in the process and makes the development of an integrated plan a feasible task for the researcher. According to the model of the proposed integrated HRD plan, it requires a new way of thinking and interacting amongst district sections, and it should be regarded as a step forward to improved office-based educators’ development and subsequent influence on school-based educators’ knowledge and skills, and for improved learner performance in the schools.

published_or_final_version / Education / Doctoral / Doctor of Philosophy