acase@tulane.edu / Underutilization of health services is a persistent problem in low resourced settings. Efforts to strengthen health systems often focus on improving quality of care at health facilities. Low quality is assumed to dissuade people from seeking services, though few studies have addressed this assumption directly. The purpose of this research is to empirically test the hypothesis that quality is associated with utilization of health services. Using data from the 2014 survey of the Access to Primary Health Care project in the Democratic Republic of Congo, this analysis explores the extent to which patients’ assessments of quality of care align with objective assessments of health facilities, examines the extent to which patients’ assessments of quality are associated with their satisfaction, and estimates the impact of patient satisfaction on utilization of health services. Methods utilized include factor analysis and the estimation of multivariate regression models. Findings indicate that patient assessments of quality are impacted by the degree to which they are exposed to an element of quality and the extent to which they understand its importance. Patients’ assessments of access to care are positively associated with their overall satisfaction, while assessments of safety are negatively correlated and assessments of patient-centeredness are not significantly associated. Among pregnant women, satisfaction is associated with utilization of prenatal care but not facility-based delivery. This research suggests that prevailing attitudes toward health care may be a more significant barrier to utilization than the quality of care at a particular health facility. Strategies to improve patients’ abilities to assess quality should emphasize transparency and patient education. Patient satisfaction may be improved through focus on access to services. Future research should explore the impact of changes in both quality and attitudes toward health care on the utilization of a range of services and across a variety of settings. / 1 / Janna Marie Wisniewski

Thesis (M.Sc.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1983 (Dental Public Health). / Includes bibliographical references: (leaves 47-48). / The purpose of this project is to present and interpret the statistical analysis of data collected in a Career Satisfaction Survey and Work Values Inventory conducted by the University of Colorado Health Sciences Center, Department of Dental Hygiene.　The data has been explored for factors affecting the career satisfaction of dental hygienists.　Many researchers have been interested in the relationship between career satisfaction, personal　characteristics, and employment practices of dental hygienists because of their impact on the work experience, productivity, quality of services rendered, and career longevity. The results of this study have been compared to other research that has been conducted in this area.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017 / The purpose of this study was to investigate the relationship between motivational factors and job satisfaction. A descriptive research design was used in the study to investigate what motivates teachers to be committed to their jobs. The sample consisted of 521 teachers, ranging from pre-school up to high school. To meet the objectives, a three part questionnaire was designed, collecting data on teacher motivation, teachers’ job satisfaction and demographic variables. The researcher used Statistical Package for the Social Sciences (SPSS) as a statistical analysis tool to describe and present data and provide evidence. Findings of the study revealed that although teachers were motivated, they were not necessarily satisfied. Motivational factors were ranked and it was found that teachers were mostly motivated by being regarded as role models, the desire to achieve goals, students’ success, being competent in the field and good teachers’ relations. At the bottom of the list were the least motivating factors which were: progression and promotion, balance of work and family, administration work and income that did not satisfy their needs. Findings also revealed that teachers were satisfied with their relations with inspectors, disciplined learners who were willing to learn, buildings and equipment. Findings showed that poor teachers’ relations did not affect their job satisfaction. At the bottom of the ranking were: noise, being penalised, poor salary, marking of work for large classes and teaching large classes. This showed that teachers were least satisfied with these aspects. Significant relations were found between demographic variables and motivation, as well as job satisfaction. The results revealed that gender had no statistical significant relationship to teachers’ motivation and job satisfaction. A teaching qualification had no statistical significant relationship to teachers’ motivation, but it was a statistically significant relationship to teachers’ job satisfaction. Age, phases and teaching experience showed statistical significant relationship to teachers’ motivation and job satisfaction though the correlations were low in all the variables. This has shown that gender and teaching qualification have had no effect on motivation and job satisfaction. Age, phases and teaching experience all have had effects on teachers’ motivation and teachers’ job satisfaction. Based on the findings, discussions and the conclusions drawn, School governors should create an environment where teachers work as a team, use disciplinary measures sparingly, ensure there is an adequate level of educational technology, and strive to create a positive school atmosphere with the full participation of its teachers. The government should also ensure that conditions of service of teachers, and other sectors of the economy, are equitable. Teachers’ self-esteem and teachers’ social status could be enhanced by providing teachers with effective training, decent working conditions, and enhanced remuneration, and by sensitising all educational stakeholders aimed at improving, restoring the dignity and status of the teaching profession.

This study examined the sources of job satisfaction and dissatisfaction for classified employees in a large public suburban school district. The population included randomly-selected bus drivers, custodians, school and non-school secretarial employees, instructional assistants, maintenance workers, food service personnel and technical employees. Three research questions were posed: (a) What are the primary sources of job satisfaction and dissatisfaction for classified employees? (b) Is there a significant difference in job satisfaction among the specific categories of classified employees? (c) Are demographic/personal variables of classified employees related to overall job satisfaction? The study incorporated both qualitative and quantitative methodology. Focus groups were convened to identify satisfiers and dissatisfiers, which then served as a basis for questionnaire development.Sixty-four individuals participated in focus group discussions; 490 questionnaires were returned for a response rate of 78%. The self-designed questionnaire contained 100 job variables, including a single direct question of overall satisfaction. The assessment also included twelve demographic/personal variables and two open-ended questions. Data were statistically analyzed using ANOVA, ANCOVA, the Chi square test, multiple regression, and paired comparisons. The primary job satisfiers for all classified employees were: co-workers, students, work itself, work variety, autonomy, and work schedule. Dissatisfiers were: work overload, district policies, and job insecurity. There was a significant difference in job satisfaction among employee groups. There was also a significant difference in job satisfaction for the demographic variables of gender, work setting, and number of hours worked, even after the influence of job category was eliminated. The research suggests that there are issues which influence the job satisfaction of classified employees. In their quest for excellence, school district administrators, and business leaders, alike, can benefit from listening to the needs and recommendations of their support personnel.

MPH, University of the Witwatersrand, Faculty of Health Sciences / Introduction: Physician’s job satisfaction is a cornerstone for the delivery of quality health care, and its continuity. The objective of this study was to identify the extent of job satisfaction among public sector physicians in Botswana and to explain its main components among physicians. Methods: Public sector physicians from the Princess Marina Hospital, a referral hospital in southern Botswana, were selected to participate in the study. All participants were asked to complete a self administered questionnaire which included questions pertaining to socio-demographic characteristics and job satisfaction with regard to achievement, career satisfaction, salaries/incentives, as well as working conditions. Results: Eighty-two physicians participated in the study. Mean and median ages were 37 and 33 years respectively and 73% were males. The major finding of the study was that the most important components of satisfaction were; relation with supervisors (74%), relations with colleagues (73%), job security (71%) and job variety (70%). Physicians tended to be most dissatisfied with their working conditions (69%) and responded on the dissatisfaction scale for the domains as follows: working conditions (69%), hospital administration (58%), Salary (57%), professional development (54%) and promotion (51%). Forty-two (42%) percent of the physicians were, overall, satisfied with their job, but most of them (58%) were not satisfied. Gender, length of service and age were not associated with job satisfaction. Younger physicians were more likely to be dissatisfied than older physicians. Conclusion: The main recommendation arising out of the study results is a need to address job satisfaction among physicians in Botswana in order to improve the quality of health care and attract them in the public sector. Attention to working conditions, career and professional development, and salary/incentives and the training of local physicians is critical for sustaining the continuity of quality health care in Botswana.

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Cyberbullying is a term that encompasses aggressive behaviours performed through different information and communication technologies (ICT), with the intention to harm or cause discomfort to others. Cyberbullying has gained prominence due to reported cases of teenage suicides linked to cyberbullying. Researchers have studied the prevalence and outcomes of cyberbullying (e.g. truancy) and strategies used by victims to deal with cyberbullying (e.g. email address change). However, researchers have not taken into account victims’ perceptions of the severity of the cyberbullying they experience and how those perceptions affect them at a personal level and their experience with ICT. This study combines Transactional Theory of Stress and Coping with the Expectation-Confirmation Theory and proposes two research models that will aid in understanding (i) the contextual factors that affect victims’ perceptions of cyberbullying, and (ii) the consequences of those perceptions on victims’ satisfaction with the ICT through which cyberbullying occurs. In addition, this study proposes two secondary objectives aimed at (i) developing and validating a scale to measure victims’ perception of cyberbullying severity and (ii) exploring its impact on victims’ use of different coping mechanisms. A survey-based study involving 229 cyberbullying victims is employed to empirically validate the proposed theoretical models, using structural equation modeling techniques. Results indicate that victims’ perception of the severity of a cyberbullying episode affects her/him at a personal level and negatively impacts her/his ICT beliefs, which in turn, impact her/his satisfaction with ICT. The analysis of different contextual factors indicates that the harshness of the message(s) the victim receives, the importance of the ICT through which cyberbullying occurred to her/him, her/his self-esteem, and knowing who the bully is affect a victim’s evaluation of the severity of a cyberbullying episode. Implications of these results for academics and practitioners, as well as limitations of this study, are discussed. / Dissertation / Doctor of Philosophy (PhD)

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