Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Dent Rhodes (chair), Nada Chang, Kenneth Jerich, Marilyn Morey. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1985. / Vita. Abstract. Includes bibliographical references (leaves 174-175). Also available via the Internet.

M. Comm. / This research focused on the measurement of job satisfaction in two related faculties in a higher education institution comprising 300 academic staff. The research was quantitative and non-experimental. The Job Descriptive Index was used as the basis to determine the most significant factors that contribute to job satisfaction. Five factors were identified, namely the actual job, supervision, relations with co-workers, remuneration and promotion. Sub-factors relating to these factors were identified through an in-depth literature study. A questionnaire was compiled on the basis of essence of each of these sub-factors. A statistical analysis was done using forced ranking, factor analysis, reliability analysis (Cronbach alpha), Friedman tests, spiderweb plots and correspondence analysis. From the results it is apparent that academics consider their work to be interesting, rewarding and challenging. Academics feel respected in their work context. Academics are satisfied with their supervision, which includes adequate planning and communication and the acknowledgement of excellent work. Academics are satisfied with their relations with co-workers. This includes a pleasant work environment, responsible co-workers and team work. Academics do not agree about remuneration. Most of the academics feel underpaid and regard promotion as a sensitive issue. Deviations in the results include routine work, fairness in remuneration, promotions based on equity policies and infrequent promotions. On the basis of the results of the study, it was recommended that the workload of academics should be examined, fairness in remuneration should be apparent, sound communication between the institution and its employees and the benefit of equity policies in promotions should be highlighted.

Dr. M. Gouws

This dissertation is about an approach to music teacher education that attempts to prepare pre-service music teachers to find employment while also preparing them to improve the realities of school teaching and learning for themselves and their students. Approaches to music teacher education in the United States have moved from broad one-size-fits-all approaches to specialized approaches that track music education majors into vocal, instrumental, and general music specialties. And at some universities, music teacher educators have considered what it might mean to prepare music education students for state licensure policies that favor all-encompassing licenses, (i.e., P–12 Music, and a marketplace that increasingly seeks broadly qualified teachers). To learn more about the latter approach, East Coast University’s music teacher education program was identified through purposeful selection for examination via intrinsic case study. Through snowball sampling, five faculty members were selected for teaching observations and interviews. In addition, focus groups of student and alumni (self-selected through volunteer sampling) helped develop my understanding and description of the case, and identification of a resultant, overarching theme. The research was focused through Biesta’s three domains of educational purpose beginning with the formation of research questions in each Biestian domain: qualification, socialization, and subjectification. The overarching theme presented in this dissertation involves a dualistic approach to music teacher education: East Coast University prepares music teachers with the skills to win and keep the job and to be change agents capable of improving their educational landscapes. As a result of my research and lengthy field engagement, I believe the preparation ECU music education students receive can be expressed as the tension between broad preparation and a personal orientation. It’s not a universal preparation; rather, it’s the ability to move flexibly across large educational domains, and at the same time, develop a kind of personal orientation that is connected to the particular. This connection is the particularness of who they are as teachers, their own biographies—the lives that they’ve lived, and the specifics of how they’ve lived those lives. In fact, that’s the beginning of a justice-based approach—to know oneself and to be able to work strategically within the particulars of a community. Throughout this intrinsic case study, my own pre-service and in-service teaching stories are interwoven with the participants’ stories in ways that are intended to address my positionality, contextualize the theoretical framework, and examine more deeply emergent research understandings. Recommendations are made for future research and practice, and a final personal reflection considers my still evolving approach to music teacher education and how it was influenced by this study.

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