Abstract¡G The major purpose of this study was to explore the necessity of teachers¡¦ career ladder system, implementation strategies, and the support expressed by elementary and secondary teachers, through the ways of location of career developmental needs of teachers, the designation of career ladder framework, and the identification of extent of support for the system among teachers. Furthermore, the study intended to find out the feasibility of implementing career ladder system in Taiwan. The study, based upon the researcher¡¦s motivation to do the study and the result of documentary review, designed a questionnaire of issues relating to the teachers¡¦ career ladder system to locate the different responses to the related issues from teachers. There were 1773 responses returned, and the responses were analyzed through the methods of distribution, percentage, t-test, one-way ANOVA, and Pearson¡¦s Product-Moment correlations. The findings from the survey were discussed in detail by means of a seminar, composed of relative experts, scholars, educational administrators, accountants, personnel managers from the government. The final conclusions were reach through the combination of these two steps of study and some suggestions have been provided. The conclusions of this study were as follows: I. All in all, elementary and secondary teachers expressed ¡¥agree to some extent¡¦ towards the following statements: 1. teachers¡¦ salaries determined by the years and degrees of teachers should be reformed, 2. teachers¡¦ in-service education and training should be reformed to enhance the professional growth and development of teachers, 3. a career-ladder system totally designed for instruction route should be set up to promote teachers¡¦ motivation for professional development. II. A tentative model of career ladder system for elementary and secondary teachers has been provided as Figure 21. III. Most elementary and secondary teachers ¡¥agreed to some extent¡¦ at the career ladder system for teachers. This finding implied that teachers held some questions about the effectiveness of the career ladder system. In other words, teachers also expressed positive attitudes towards the ladder system. Based upon the conclusions, the study provided the following suggestions: I. Suggestions for the education authorities 1. To understand the difficulties and needs of career development among teachers. 2. To implement the system, the authorities should hold numerous seminars, public hearings, debates, and conferences to collect opinions and ideas concerning the system. 3. To plan and design the in-service educational system for teachers, two dimensions of considerations: quantitative and qualitative, should be taken into account. 4. The career ladder system should be put in practice starting from schools with 25-48 classes. 5. The career ladder system should be implemented with the characteristics of ¡¥tenure¡¦ system. II. Suggestions for school administrators 1. To adopt measures to encourage talented teachers join the career ladder system in order to tackle a variety of problems in the education fields, to lift the quality of teachings. 2. To implement the professional evaluation of school teachers periodically to maintain the quality of teaching among teachers who choose not to join the career ladder system. 3. To set up an hot line for professional advise and appeal in order to provide any help relating to the system. III. Suggestions for teacher educators 1. To place the emphases on the pre-service stage and in-service stage of education to prepare well-round teachers. 2. The process of teacher education should emphasize the importance of creative instructional methods. 3. The idea and concepts of ¡¥teacher evaluation¡¦ should be introduced during the process of teacher education. IV. Suggestions for elementary and secondary teachers 1. Teachers should have a plausible plan for career development to stimulate professional growth and development and maintain a certain level of motivation for teaching. 2. Teachers should place emphases on their performance of instruction in order to live to the plural criteria of teacher evaluation. V. Suggestions for further study The tentative model of teachers¡¦ career ladder system deserves further discussion and empirical study to test its feasibility in the case of Taiwan.

The purpose of this study was to explore the relationships between career resilience and career beliefs among employees in Taiwan. This study also examined whether selected demographic variables had effects on career resilience and career beliefs. A pilot study involving 178 participants was conducted in Taiwan to validate the instruments used in the main study. Twenty items were selected for measuring career resilience. These items were taken from London's Career Motivation Inventory (1993b), Noe, R. A., Noe, A. W., and Bachhuber's measures of career motivation (1990), and Michigan's Career Resilience Scale (Bice, 1999, January 24-30). Forty-nine items consisting of 10 subscales in the Career Beliefs Scale were adopted from Yang's Chinese Career Beliefs Inventory-Form B (1996). The study had 578 current employees from diverse work settings in Taiwan. Career resilience scores were negatively correlated with the total career beliefs scores (r = -.22, p less then .01), which indicated that participants who were higher on career resilience tended to possess fewer irrational career beliefs. Career resilience scores were negatively correlated with belief in fate, avoidance of decision making, the belief that some occupations are more prestigious than others, possessing sex role stereotypes, assuming other's help can determine the best choice, and the belief that salary is the primary concern when making career choices. Career resilience scores were positively correlated with the belief that one should find the best-fit career and that work is very important in one's life. However, the magnitudes of coefficients were small (the absolute r values were all less than .40). The results of ANOVA showed that gender, education, type of institution, recent participation in training/educational activities, and supervisory experience yielded statistically significant main effects in career resilience scores. Additionally, there was a significant interaction effect on career resilience for gender by education. MANOVA results showed that gender, age, educational levels, types of institutions, supervisory experience, career change, and recent participation in training activities yielded statistically significant differences among career beliefs. Discriminant analyses were applied to further investigate the differences among the 10 career belief subscales for the significant demographic variables.

The research was undertaken to encourage educators to participate ID career management initiatives. The Self Directed search questionnaire (SDQt which is a mostly used Holland's career intervention tool, was administered to educators of Ngotoane High School. The instrument consists of three sets of activities, competencies and occupations corresponding to the six personality types. The items of the SDQ are summed to yield a swnmary from which Holland's Occupational Code is derived. Information about the HOC was also integrated with the information gathered through unstructured interview so that the educators can make well-informed decisions about their careers.

The research was undertaken to encourage educators to participate in career management initiatives. The Self Directed search questionnaire (SDQ) which is a mostly used Holland's career intervention tool, was administered to educators of Ngotoane High School. The instrument consists of three sets of activities, competencies and occupations corresponding to the six personality types. The items of the SDQ are summed to yield a summary from which Holland's Occupational Code is derived. Information about the HOC was also integrated with the information gathered through unstructured interview so that the educators can make well-informed decisions about their careers. / M.Admin. (IRL)) North-West University, Mafikeng Campus, 2005

This thesis is concerned with understanding the expectations that corporate employees form about the work- and career-related outcomes of an international assignment. Such expectations are frequently cited as being 'unreasonable' and a major source of problems in the repatriation and reintegration of international returnees. There is, however, a lack of research evidence to indicate when these expectations form, how they change with time, or what factors influence their formation. The research takes a UK perspective in view of the comparatively low levels of research into British international assignees in general and their motivations and expectations in particular. The author believes this to be the first study devoted exclusively to the expectations of international assignees. The main stage of this research comprised of a postal survey to collect information about international assignees, about their work-related and career- related expectations, and about a number of factors which might prove to be precursors or predictors of expectations. Data were captured from a comparatively homogeneous population comprising British employees of profit-making companies. The main contribution of this thesis is an increase in our understanding of the work-related and career-related expectations that corporate employees form when assigned overseas. In particular, the thesis increases our knowledge of when these expectations form; how they vary with time; and what personal characteristics, actions taken by the employing organisation, and characteristics of the assignment itself affect those expectations during the course of an international assignment. A secondary contribution of this thesis is to identify a number of classes or categories of assignment that appear to be intrinsically associated with different types and degrees of expectation.

Thesis (Ph. D.)--University of New South Wales, 2004. / Also available online.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph.D.) - University of Glasgow, 1983. / Thesis submitted to the Department of Management Studies, University of Glasgow, 1983. Includes bibliographical references. Print version also available.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2005. / Includes bibliographical references (p. 51-63).