Teacher Job satisfaction wants and working condition wants have long been of interest to superordinates. This study was designed to investigate the hierarchy of teacher job satisfaction wants and working condition wants as perceived by principals, superintendents, school board presidents, National Education Association Uniserv directors, and field representatives of the American Federation of Teachers. The survey instrument was based on the work of Frederick Herzberg and Jerry Pipes. This national study was limited to randomly selected samples from the afore mentioned groups representing four geographical regions of the United States.Eighteen two-way comparisons of actual teacher wants and teacher wants as perceived by school board presidents, superintendents, principals, N.E.A. representatives and representatives of the A.F.T. were proposed. The Spearman rank-order correlation coefficient was used to determine degrees of difference or congruency.The data indicates that elementary and secondary teachers are in unison about their feelings toward Job satisfaction and working condition wants in the current educational environment. Principals, superintendents, and school board presidents have an accurate perception of what teachers expect out of, their Jobs. The Union groups did not accurately predict what teachers wanted from their Jobs. / Department of Educational Leadership

This then was the object of this study, to determine 1) whether there is a pattern of attitude change common to teachers; II) whether early experience brings about different patterns of change among teachers; lll) whether specific life crises and events bring about these changes; lV) whether changes in attitudes occur at different stages in the teacher's career (Introduction, p. 12)

The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.

Thesis (Ph. D.)--Ohio State University, 1993. / Includes vita. Includes bibliographical references (leaves 159-167). Available online via OhioLINK's ETD Center.

The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.

Ho Chung-lim. / "31 August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

This dissertation examines whether the mode of entry into K-12 public school teaching has any implications on teacher retention. Teacher retention is important because it is an important precursor to teacher quality, which has been shown to positively impact student performance. However, teacher turnover can seriously threaten teacher retention. Additionally, teacher turnover is associated with serious economic and non-economic costs. To this end, it may benefit schools and school districts to pay particular attention to hiring and retaining their teachers, especially the quality ones, for the long haul. Current teacher labor markets literature is deficient in serious analytical frameworks for understanding longitudinal cohort retention comparisons of traditional and nontraditional teachers, as well as analysis of quit behaviors that focus on when a teacher is at the greatest risk of quitting. My research endeavors to bridge this gap. Using a large-scale administrative data set comprising cohorts of traditional and nontraditional teachers from the New York City Department of Education (NYCDOE), I used discrete-time survival analysis modeling, specifically, the Cox Proportional Hazards (PH) model, to analyze the quit and retention patterns of cohorts of teachers from traditional and nontraditional sources over a six-year period. I found similar retention patterns between the two groups with notable peculiar patterns for the nontraditional group. The data suggests that entry routes into K-12 public school teaching, the year of entry into teaching, individual age, sex, ethnicity, subject taught, and school level can be important predictors of retention.

The purpose of the study was to measure the difference between teacher need fulfillment and desired need fulfillment as related to the teacher evaluation process. The study was designed to (1) measure teachers perceptions of need fulfillment through the evaluation process; (2) measure teachers perceptions of desired need fulfillment through the evaluation process; and (3) examine the relationship of the teacher evaluation process and discrepancies between actual need fulfillment and desired need fulfillment of teachers.A questionnaire was developed for the study. The questionnaire was designed to measure the perceptions of teachers actual and desired need fulfillment through the evaluation process. The questionnaire was adapted from questionnaires developed by Porter and Sergiovanni. The discrepancy between actual and desired need fulfillment provided a Need Deficiency score.The items on the questionnaire were designed to relate to four levels of needs as identified by Maslow: (1) Security; (2) Social; (3) Esteem; and (4) Self-Actualization. The questionnaire was administered to elementary, middle school, and high school teachers in a single school corporation in Northeast Indiana. Mean Need Deficiency scores were used to describe the deficiency of need fulfillment in the need levels of Security, Social, Esteem, and Self-Actualization.The analysis of data indicated the lowest level of need satisfaction was at the Social level for the teachers participating in the study. Elementary teachers had the highest Need Deficiency mean scores. The younger and less experienced teachers were generally the teachers with the highest Need Deficiency scores, and therefore were the least satisfied.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences