Thesis (M.Ed. (Educational Management)--Mahidol University, 2008. / LICL has E-Thesis 0036 ; please contact computer services.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Ph.D. (Education and Curriculum Studies) / This study is about teachers’ identity shifts during the first waves of educational reform in South Africa in the post-apartheid renewal and restructuring of the education system. I studied the everyday life of four teachers in a “township” school in Gauteng Province, the industrial heartland of the country. I set out to find, over a three of years, how teachers saw themselves as professionals in this changing landscape, which included a three of new policies, including a new curriculum policy and a school governance policy. The study started with the knowledge claim that the researcher would find a shift in teacher identity, working from theories of self, specifically symbolic interactionism. I argued that in the establishment of a “post 1994” identity, as citizens and as educational practitioners, teachers have been the object of multiple social interventions. The least of these is not their adapted teaching modes and their performance as “OBE practitioners”, but as educators who took on the identity of the curriculum and its ideological intent. This was to shift teachers’ focus to learning outcomes more than content input and to see themselves as “guides by the side”, facilitators of learning, creating learning conditions that would optimise the potential of children and youth. For many teachers, the move away from being the giver or instructor to being the guide may be disturbing, I argued at the outset. I was interested to see how they engaged with a new life in a new system, or rather, a system “under repair” and one which may ask of them not only to adopt the “seven new roles of educators” as per the first policy change, but with that, also their sense of who they were, their sense of self as practitioners ...

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The study was designed to investigate the relationship between the school communication system and teachers' work motivation. The theoretical basis for the study was Barnard's (1938) contention that communication is a vital element in organizations in that it serves as a vehicle for transmitting knowledge of purpose and as such is necessary for willingness to serve. The sample was composed of 234 elementary teachers from eleven randomly selected schools in the Norfolk school district. Downs' and Hazen's (1978) Communication Satisfaction Questionnaire, adapted for educational settings was used to collect data on the school communication system. The Teachers' Work Motivation Questionnaire (Miskel, et. al. 1980), based on Vroom' s expectancy work motivation model, was used to gather data on teachers' work motivation. Additional questions were asked to obtain demographic data and job satisfaction. data. A 70 per cent return of questionnaires was received. Multiple regression analysis was used to determine the separate and collective contributions of the independent variables to the dependent variable. The independent variables were the seven factors of the school communication, two job satisfaction measures, years of experience at the present school, and she of school enrollment. The dependent variable was teachers' work motivation which was composed of three factors, instrumentality, valence and expectancy. Three regressions were conducted, one with each of the factors in teachers' work motivation. Frequencies and means were obtained for the demographic variables. The results revealed that there was a significant relationship between the school communication system and teachers' work motivation in that some of various factors in both variables were significantly related. A significant relationship was found between horizontal communication and all three of the factors in teachers' work motivation--instrumentality, valence and expectancy. Media quality was related to two of the factors in teachers' work motivation-- instrumentality and valence. All but one of the factors in the school communication system were related to instrumentality. A second analysis of the data using the combined model of teachers' work motivation revealed similar results. Horizontal communication and level of satisfaction for the last six months were related to teachers' work motivation. Based on the results of the study, it was suggested that the study. be replicated to test the relationship between the school communication system and teachers' work motivation in secondary schools. In addition, it was suggested that further research be conducted to test the relationship between horizontal communication and teachers' work motivation. It was also suggested that administrators interested in developing higher levels of teacher work motivation advocate and foster horizontal communication and that school districts increase the number of desirable job outcomes. / Ed. D.

稿本(據電腦打印本複印) / Thesis (M.A.)--香港中文大學. / Gao ben (ju dian nao da yin ben fu yin) / Includes bibliographical references (leaves 53-61) / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章： --- 引言 / Chapter 第一節 --- 問題的背景 --- p.1 / Chapter 第二節 --- 研究目的 --- p.3 / Chapter 第三節 --- 研究的意義 --- p.4 / Chapter 第二章： --- 文獻探討 / Chapter 第一節 --- 有關組織投入的各派學說 --- p.5 / Chapter 第二節 --- 影響組織投入的因素 --- p.7 / Chapter 第三節 --- 教師的組織投入對其出席行為的影響 --- p.8 / Chapter 第四節 --- 教師的組織投入對準時到校及自願留校的影響 --- p.10 / Chapter 第五節 --- 教師的組織投入對其留任意願及留任行為的影響 --- p.11 / Chapter 第六節 --- 教師的工作滿足感及組織投入 --- p.13 / Chapter 第三章： --- 研究方法 / Chapter 第一節 --- 假設與定義 --- p.14 / Chapter 第二節 --- 研究工具 --- p.17 / Chapter 第三節 --- 取樣、資料捜集及分析 --- p.19 / Chapter 第四節 --- 研究的限制 --- p.20 / Chapter 第四章： --- 研究結果分析 / Chapter 第一節 --- 辦學園體的背景及屬下中學資料 --- p.21 / Chapter 第二節 --- 教師的背景 --- p.28 / Chapter 第三節 --- 教師對學校及工作的態度 --- p.36 / Chapter 第四節 --- 教師的行為和意向 --- p.40 / Chapter 第五節 --- 各统計假設的檢驗 --- p.43 / Chapter 第五章： --- 討論、總結及建議 / Chapter 第一節 --- 討論 --- p.45 / Chapter 第二節 --- 總結 --- p.48 / Chapter 第三節 --- 建議 --- p.51 / 參考書目錄 / Chapter 一. --- 中文參考書目 --- p.53 / Chapter 二. --- 英文參考書目 --- p.54 / 附錄 / Chapter 一. --- 中學教師對學校的觀感及工作意向問卷 --- p.62 / Chapter 甲部： --- 教師個人資料 / Chapter 乙部： --- 教師對學校的觀感及工意向 / Chapter 二. --- 硏究生致各位回答問卷教師函件 --- p.65 / Chapter 三. --- 訪問校長問卷 --- p.66 / Chapter 四. --- 教職申請表 --- p.67 / Chapter 五. --- 遴選教師評分表 --- p.69 / Chapter 六. --- 出席離校紀錄簽到表 --- p.70 / Chapter 七. --- 教師評核表（初稿） --- p.71 / Chapter 八. --- 教師升级申請辦法 --- p.73 / 撮要 / 英譯本 --- p.74

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to examine the relationships between principals' leader behavior and teacher morale in the private secondary schools of Bangkok, Thailand. This study also determined whether significant relationships based upon the factors of age, sex, educational level, years of teaching experience, salary, and size of school existed between the morale of teachers and their perceptions of the principals' leader behavior. The sample of the study was comprised of 400 teachers in private"secondary schools in Bangkok, Thailand. Each teacher was asked to complete the Purdue Teacher Opinionaire (PTO), an instrument designed an instrument designed to identify a principal's leader behavior which consists of two dimensions: initiating structure and consideration. Of the 400 returned questionnaires, 399 were usable. The statistical treatments applied to the data thus obtained included the Pearson product moment, Multiple regression, and Canonical correlation. A .05 level of significance was the criterion for accepting or rejecting each hypothesis.