Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Includes tables. Sponsor: Florence B. Stratemeyer. Dissertation Committee: Walter E. Sindlinger. Includes bibliographical references (leaves 189-194).

Thesis (Ed.D.)--University of Central Florida, 2008. / Last 22 p. all misnumbered 246. Adviser: Barbara Murray. Includes bibliographical references (p. [11-22]).

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 460. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 460. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1929. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 334. Bibliography: p. 80-85.

Thesis (Ed.D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 122-135) and index.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D)--Ohio State University, 1987. / Includes bibliographical references (leaves 296-303). Available online via OhioLINK's ETD Center.

ASSESSING JOB SATISFACTION AND EMOTIONAL INTELLIGENCE IN PUBLIC SCHOOL TEACHERS Brandy Cobb May 2004 63 Pages Directed by: Dr. William Pfohl, Dr. Steven Wininger, and Dr. Reagan Brown Department of Psychology Western Kentucky University The professional field of education has been particularly vulnerable to the retention of public school teachers. Teachers in today’s educational system face excessive expectations and demands such as increased accountability, lack of available resources, lack of parental support and involvement, negative student attitudes, low status of the profession, and low paying salaries (Meek, 1998; Tye & O’Brien, 2002). As a result of these demands, many teachers experience job dissatisfaction. According to Colbert and Wolff (1992), 50% of new teachers drop out of the profession during the first five years. The recent works of Daniel Goleman (1995, 1998) proclaim that individuals’ emotional intelligence is a predictor of on the job success and job satisfaction. There appears to be no studies conducted on emotional intelligence and teacher job satisfaction to date. To look at this phenomenon in the realm of teachers, this study asked teachers to complete a demographic survey, the BarOn EQ-i Self Report Scale, and the Job Descriptive Index. One hundred and one teachers were asked to complete these forms and 101 surveys were completed and returned. Data analyses revealed that emotional intelligence does play a role in how teachers perceive their overall job satisfaction based on self-report measures. The present study did support the hypotheses that emotional intelligence was correlated with years of teaching experience and job satisfaction. Suggestions for further research are discussed.