The purpose of the study was to examine factors related to identification with organizational goals in two Centres of re-education in Quebec. The personnel of these Centres are semiprofessionals with specialized training related to re-education. In a pretest it was found that identification of educators with the organizational goals was similar in both Centres in spite of a greater number of role conflicts in one Centre. This result was contrary to what could be expected. Therefore the question raised was what additional factors enter into the relationship between the organizational goals and educators. / Factors examined in this study are based on Mintzberg's management roles descriptors, and substitutes for hierarchical leadership identified in the literature. Substitutes for leadership tested fall in three general domains: personal, job, and organizational characteristics. The following questions were examined: do the substitutes for hierarchical leaders differ in the two Centres; is the performance of management roles perceived as different in the two Centres. / Data were obtained from questionnaires submitted to educators and managers in the two Centres. Results show significant differences in identification with the profession, intrinsic feedback from the task itself, perceived organizational formalization, and cohesiveness of the work group. / These findings suggest that the educators in one Centre identified with the goals of the organization primarily through identification with the profession. Educators in the second Centre identified with the goals of the organization primarily through the task itself and the cohesive work group. / These findings suggests that the educators in one Centre identified with the goals of the organization primarily through identification with the profession. Educators in the second Centre identified with the goals of the organization primarily through the task itself and the cohesive work group.

The purpose of the study was to investigate and report hierarchies of teacher job and working condition wants. Teacher ranked wants were compared with ranked perceptions of teacher wants as perceived by school board presidents, superintendents, principals, Indiana State Teachers Association staff and the staff of the Indiana Federation of Teachers. Comparisons were also made of elementary and secondary teacher wants. The study was predicated upon the need for current information defining teacher priorities for collective bargaining.The instrument consisted of two decks of rank-sort cards. The job wants deck was imprinted with ten motivators and hygiene factors. The working conditions deck was imprinted with ten hygiene factors in the teaching environment. Teachers were instructed to rank factors in both decks according to prepotent job wants. Participants other than teachers were instructed to rank factors in both decks reflecting personal perceptions of teacher job and working condition wants. Completed instruments were returned by thirty-six elementary teachers, forty-two secondary teachers, sixty board presidents, eighty-seven superintendents, eighty principals, forty-two Indiana State Teachers Association representatives and six Indiana Federation of Teachers representatives. Eighteen hypotheses were tested to provide for two-way comparisons between teacher wants and perceptions of teacher wants.Significant differences were noted between job rankings by elementary and secondary teachers. Meaningful work was the most prepotent teacher motivator. Board presidents, superintendents, and teacher organization staffs ranked improved wages as the most prepotent teacher want. Significant differences were noted between rankings of teacher job wants and rankings of teacher wants by non-teachers. Rankings of perceived teacher job wants by board presidents, superintendents and teacher organization professional staff members were significantly congruent. Perceptions reported by principals concerning teacher job wants were more congruent with teacher rankings of job wants than were the rankings of other non-teacher samples. Non-teacher groups were able to rank teacher working condition (hygiene) wants with greater correlation to teacher opinion than was achieved in ranking teacher job wants (motivators). Administrators need to demonstrate loyalty to teachers and teacher organization leaders need to recognize the need for loyal relationships between teachers and administrators. The study seems to support the contention that administrators and other teacher leaders need to become sensitized to teacher job wants.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 80-84).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 75-84).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 75-84). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 80-84). Also available in print.

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)

Thesis (DEd (Education))--Cape Peninsula University of Technology, 2016. / Teaching is one of the most challenging and demanding professions in the world. It seems as though teachers are being stretched to the limit and that this has a negative impact on educator morale. Expectations placed on educators seem to be expanding exponentially in South Africa. A study has been undertaken to analyse and assess educator morale in schools in the Wellington area. The main aim of this study was to establish which factors influence educator morale. The aims that emerged was a literature study about educators’ morale and to establish how educators’ morale influence the functioning of schools. The last aim of the study was what can be done to assure continuous high educator morale. The literature study formed the starting point of this investigation. The literature study was followed by a combination of qualitative and quantitative research methods within an interprevistic research paradigm. A questionnaire was used to collect data and feedback was given to three focus groups. The questionnaire concentrated mainly on aspects on national and provincial level, those in the school community and on school related levels whilst the third group related to the daily educational task of the educator in the classroom. The qualitative instrument was handed out to 137 respondents in schools in the Wellington area. The validity of the responses and the findings were tested by means of feedback to the focus groups to get their views about the findings of the literature study and the feedback from the questionnaires. The reliability of the data was tested by means of interviews with three focus groups. Triangulation was applied by means of qualitative and quantitative research methods, a literate study and focus group interviews. In conclusion, recommendations were provided to improve educators’ morale in schools in South Africa.

‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. / Prof. B.R. Grobler