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A study of job satisfaction as perceived by the certified staff in Florida public elementary schoolsTaylor, George A. 01 January 1986 (has links) (PDF)
The purpose of this study was to survey the subject certified staff of Florida public elementary schools to determine how elements of Herzberg’s Motivation-Hygiene Theory were perceived as being met in their current school employment. The descriptive study utilized an instrument that listed each of the 16 job factors in Herzberg’s theory. The instrument was designed to allow subjects to mark each job factor as contributing to their job satisfaction, neutral, or contributing to their job dissatisfaction. The instrument also had areas to record various biographical data regarding the subjects. The survey was conducted on a randomly selected subject group that was stratified over the five regions of Florida public schools. A total of 586 usable surveys were returned, a return rate of 71%.
An estimation approach to inferential statistics was used to analyze the data. Interval estimation of the data was done through the construction of confidence intervals at the .95 level. Each job factor was analyzed with regard to the group as a whole and with regard to selected biographical information, including sex, years of teaching experience, job position, and degree held by subject.
The job factors of Advancement, Salary, and Personal Life were perceived by over half of the subjects as not contributing to their job satisfaction. The job factors of Achievement and Interpersonal Relationships with Students were perceived by over 90% of the subjects as contributing to their job satisfaction.
There was no significant difference between male and female subjects on all job factors with the exception of Responsibility. There was no significant difference between subjects with M.A. degrees and subjects with B.A. degrees with regard to any job factor. Subjects with the most years of teaching experience tended to have more members that perceived job factors as contributing to their job satisfaction than subjects with lesser years of teaching experience.
It is recommended that further research be undertaken to determine the perceptions of certified personnel in Florida’s public secondary schools.
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An environmental assessment of community college faculty satisfactionJackson, Sonja Peters 01 January 2000 (has links)
This study sought to determine the perceptions and satisfaction of individuals employed as full-time teaching faculty in a multi-campus two-year public postsecondary institution. The Personal Assessment of College Environment (PACE) survey instrument developed by Dr. George A. Baker III was used to collect responses to 55 items in regard to the environmental elements of formal influence, communication, collaboration, organizational structure, work design and student focus. The aforementioned elements were investigated to determine ( a) the current level of faculty satisfaction; (b) the extent to which perceptions differed among division affiliations; ( c) the extent to which perceptions differed between campuses; and ( d) the extent to which perceptions differed when gender, ethnicity, years at Polk Community College or level of education were considered. Findings showed that faculty were generally satisfied with the climate of the institution overall. Faculty in the Math, Science and Health division were less satisfied than others with the organizational structure element of the environment. Male faculty members were generally less satisfied than their female counterparts with the environment. Faculty who had been at the college less than one year rated the highest levels of satisfaction overall.
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Job satisfaction of the occupational-technical faculty in the Virginia community college system: an analysis based on Herzberg's motivation-hygiene theoryTruell, Allen Dean 06 June 2008 (has links)
Job satisfaction and its related phenomena have been of considerable interest for many years. Review of the job satisfaction literature, however, revealed few studies which examined the job satisfaction of both full-time and parttime community college faculty. The purpose of the study was (1) to determine the level of job satisfaction among occupational-technical faculty in relation to ten factors based on Herzberg's et al. (1959) Motivation-Hygiene Theory and (2) to determine the relative difference of job satisfaction between full-time and part-time occupational-technical faculty in the Virginia Community College System.
Specific research questions explored the level of job satisfaction, the level of job satisfaction among the ten factors of Herzberg's et al. (1959) Motivation-Hygiene Theory, and the proportion of variance in job satisfaction explained by selected demographic variables among full-time and part-time occupational-technical faculty in the Virginia Community College System. A total of 255 occupational-technical faculty were selected to participate in the study, 127 full-time and 128 part-time. These faculty were mailed a packet of survey materials containing a Data Form and a modified version of the Wood's Faculty Satisfaction/ Dissatisfaction Scale. The overall usable response rate was 70.2% (n=177). The response rate for the full-time occupational-technical faculty was 78.6% (n=99) while the response rate for the part-time occupational-technical faculty was 62.4% (n=78).
Results of the study indicated that both the full-time and part-time occupational-technical faculty were generally satisfied with their jobs, 76.7% and 89.7% respectively. Both full-time and part-time occupational-technical faculty reported the highest level of satisfaction for the factor the work itself and the lowest level of satisfaction for the factor salary.
Although both full-time and part-time occupational-technical faculty were generally satisfied with their jobs, the part-time faculty were more satisfied with their jobs than were their full-time counterparts. It should be noted, however, that the actual proportion of variance explained by status (i.e., full-time or part-time) was small and may not be of practical significance. Recommendations for local and state level administrators responsible for supervising full-time and part-time occupational-technical faculty were delineated. Recommendations for future research were described. / Ph. D.
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Development of organizational commitment in Hong Kong aided secondary school Christian teachers: a case study.January 1991 (has links)
Leung Ting Chor. / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1991. / Bibliography: leaves 142-147. / ACKNOWLEDGEMENTS --- p.I / LIST OF FIGURES --- p.II / LIST OF TABLES --- p.III / ABSTRACT --- p.IV / Chapter CHAPTER I --- Introduction --- p.1 / General description of the area of concern --- p.1 / Background of study --- p.2 / Purpose of study and its problem --- p.5 / Significance of the study --- p.6 / Chapter CHAPTER II --- Literature Review and Theoretical Framework --- p.9 / Concept of organizational commitment --- p.9 / Competing definitions of commitment --- p.9 / Definition of organizational commitment --- p.11 / Antecedents of organizational commitment --- p.11 / Concept of needs and values --- p.15 / Concept of needs --- p.15 / Concept of values --- p.18 / Expectancy models of motivation --- p.19 / Theoretical framework of this study --- p.21 / Conceptualization --- p.21 / Research questions --- p.26 / Propositions --- p.29 / Chapter CHAPTER III --- Methodology --- p.36 / Research method --- p.36 / Collection of data --- p.38 / Choice of cases --- p.38 / Choice of school --- p.40 / Data management --- p.41 / Validation --- p.42 / Interview questionnaire --- p.44 / Data analysis --- p.45 / Limitations --- p.46 / Chapter CHAPTER IV --- Analysis and Discussion --- p.48 / Description of the school --- p.48 / Description of the subjects --- p.50 / Teachers at the early employment career stage --- p.50 / Teachers at the middle career stage --- p.52 / Teachers at the late career stage --- p.54 / Pattern for the development of organizational commitment --- p.56 / Perception of teacher roles --- p.56 / Satisfaction in teaching --- p.77 / Acceptance for the school --- p.81 / Organizational commitment of the teachers --- p.122 / Chapter CHAPTER V --- "Conclusion, Implications and Recommendations" --- p.131 / Conclusion --- p.131 / Implications for further study --- p.138 / Recommendations --- p.140 / BIBLIOGRAPHY --- p.142 / APPENDICES / Chapter Appendix I --- Interview Questionnaire --- p.148 / Chapter Appendix II --- Interview Transcript --- p.150 / Chapter Appendix III --- Notations used in this study --- p.151 / Chapter Appendix IV --- Summary of propositions --- p.152 / Chapter Appendix V --- Categories of codes --- p.153
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Causes of teacher attrition from the perspective of selected teachers who left the professionPalm, Alice 04 1900 (has links)
Abstracts in English, Zulu and Afrikaans / A qualitative study was conducted on the causes of teacher attrition from urban
schools in the Gauteng and Western Cape provinces of South Africa. Besides
identifying the causes of attrition, the study intended to determine what needs to
be changed to entice teachers who have left the profession to return. The rationale
of the study was founded on the teacher shortage in South Africa and the alarming
rate of teacher attrition from the profession, coupled with the growing number of
learners needing education. Albert Bandura’s Self-Efficacy Theory, with a
consideration of Maslow’s Hierarchy of Needs, formed the conceptual framework
of the research. Fourteen participants, comprising seven teachers who have left
the profession from each province, were interviewed using semi-structured
interviews to inform the findings. From the data analysis, five factors were
identified as the main causes of attrition. Recommendations on what should be
done to encourage a return to the profession were based on the identified causes
of teacher attrition and input from the participants. / Kwenziwe ucwaningo lwe-qualitative ngezimbangela zokuncipha kothisha ezikoleni
zaseGauteng kanye naseNtshonalanga Kapa eNingizimu Afrika. Nangaphandle
kokubheka izimbangela zokuncipha kothisha, ucwaningo belunenhloso yokubheka
izinguquko ezidingekayo ukuhuha othisha abashiye iprofeshini ukubuyela ezikoleni.
Isizathu socwaningo bekuwukusweleka kothisha eNingizimu Afrika kanye nezinga
eliphezulu lokuncipha kwabo ezikoleni okuhambisana nenani elikhulayo labafundi
abadinga imfundo. Ithiyori ka-Albert Bandura ye-self-efficacy kanye ne-Maslow's
hierarcy of needs zibe wuhlaka lomqondo wocwaningo. Kwenziwa ama-interview
nababambiqhaza abayishumi nane, abebequka othisha abayisikhombisa asebeshiye
iprofeshini kwiprovinsi ngayinye ebalulwe ngenhla, ngokusebenzisa ama-semistructured
interview ukuthola imiphumela. Ngokulandela ulwazi oluhlaziyiwe,
kuphawulwe izinto ezinhlanu njengezimbangela ezinkulu zokuncipha kothisha.
Kwenziwe izincomo ngokuthi yini okumele kwenziwe ukukhuthaza othisha ukubuyela
kwiprofeshini ngokulandela izimbangela zokuncipha kothisha kanye nemibono evela
kulabo ababambe iqhaza. / Daar is ’n kwalitatiewe studie uitgevoer oor die oorsake van natuurlike poste-afname
van onderwysers in stedelike skole in die provinsies van Gauteng en die Wes-Kaap
in Suid-Afrika. Buiten om die oorsake van natuurlike poste-afname te identifiseer,
was die doel van die studie om te bepaal watter veranderinge nodig is om
onderwysers wat die beroep verlaat het, oor te haal om terug te keer. Die
beweegrede vir die studie was die tekort aan onderwysers in Suid-Afrika en die
skrikwekkende tempo van die natuurlike poste-afname van onderwysers, tesame met
die toenemende aantal leerders wat onderrig benodig. Albert Bandura se
selfdoeltreffendheidsteorie en Maslow se hiërargie van behoeftes het die
konseptuele raamwerk van die navorsing gevorm. Daar is onderhoude gevoer met ’n
totaal van 14 deelnemers, bestaande uit sewe onderwysers wat die beroep verlaat
het in elkeen van die bogenoemde provinsies. Halfgestruktureerde onderhoude is
gebruik om die bevindings mee te deel. Uit die dataontleding is daar vyf faktore
geïdentifiseer as die hoofoorsake van natuurlike poste-afname. Aanbevelings oor wat
gedoen kan word om ’n terugkeer na die beroep aan te moedig is gebaseer op die
geïdentifiseerde oorsake van natuurlike poste-afname en insette van die deelnemers. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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Factors influencing the motivation of Zimbabwean secondary school teachers: an education management perspectiveGarudzo-Kusereka, Louis 31 December 2003 (has links)
The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)
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Selected school-related reasons why teachers abandon the teaching profession: an educational management perspectiveNesane, Mmbengwa Alfred Nesane 06 1900 (has links)
The following research question motivated the study: "How can education management effectively address factors influencing teachers to migrate from the teaching profession?" To answer this research question, one school was selected in Limpopo Province, which is not affected by the migration of teachers from the teaching profession; this was demonstrated by the school retaining expert and veteran teachers and its excellent grade 12 results. Factors influencing the migration of teachers from the teaching profession were researched by means of qualitative approach. Focus group interviews, phenomenological interviews and unstructured (in-depth) interviews were conducted, transcribed and analysed.
The research findings indicated that education management team needs to urge the government to pay teachers attractive salaries, introduce performance bonus scheme, deal with overcrowding and lack of resources, curb violence in schools, deal effectively with corruption, improve poor learners' discipline and do away with corporal punishment. / Teacher Education / M. Ed. (Education Management)
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Burnout, work engagement and sense of coherence in female academics at two tertiary education institutions in South AfricaBezuidenhout, Adéle 11 1900 (has links)
Female academics in higher education institutions face numerous challenges
in the continuously ch~nging landscape of South African Higher Education.
Numerous mergers between different institutions, increasing job demands,
ever increasing class sizes and the unique demands of role conflict, inherent
to the female role, contribute to the manifestation of stress and burnout (80)
in this population group.
The research is conducted from a salutogenic paradigm, seeking to find ways
of avoiding the negative consequences of 80 and contributing towards the
positive experience of Work Engagement (WE) for the female academic. The
research also explores the effect of the individual academics' Sense of
Cohrence (SOC) on the experience of BO and WE.
The research is quantitative in nature. A psychometric instrument was sent to
all the permanently employed female academics employed by Unisa and TUT,
measuring their levels of 80, WE and SOC. The completed questionnaires
were statisticaily analysed.
The findings included average levels of 80, with definite signs that the
experience of 80 is on the increase. The Cy sub-dimension of BO showed
increased levels. The WE scores of the female academics were just above
average. The SOC scores of the female academics were low.
The main recommendations were that University management need to take
cognisance of the symptoms of BO that are present in this population.
Strategies need to be put in place to address these issues and the experience
of WE need to be treasured and grown through definite actions from
Management. Female academics also need to take personal responsibility for
their own wellness and act on the initial signs of 80, rather than dismissing it
as mere tiredness or lack of energy. There are also a number of
recommendations on actions to be taken to experience WE in the academic
work that the population undertake on a daily basis / Industrial & Organizational Psychology / D.Litt. et Phil. (Industrial & Organizational psychology)
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Job satifaction in selected New Zealand special needs schools : an educational management perspectiveBotes, Fredrieka Elizabeth 01 1900 (has links)
The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews.
The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)
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Die emosionele welstand van hoerskool opvoeders in die Helderberg-AreaStrauss, Elmien 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / During the previous political dispensation, the educators in the Western Cape were
captured in a process of ideological influencing. This crisis became evident in the 1976
and 1985 uproars. Although the educators attempted to act in the best interest of the
learners, they were in many cases blamed by the ruling government as being liberalists.
The subsequent experience of fear and anxiety endangered the emotional well-being of
many educators. The election of the first democratic government in 1994 held promises
of a better work environment for educators. Far-reaching transformations in education
policies and the implementation of new curricula presented educators with new
challenges. Disciplinary problems, multicultural classrooms, teaching in a language
other than the home language, and the inclusive handling of various external as well as
internal barriers to learning, became stressors that educators in the Western Cape were
subjected to.
The aim of this study was to investigate the influence of stressors on the emotional wellbeing
of educators in high schools in the Western Cape. I aimed to determine how
educators in high schools perceived their own emotional well-being. Furthermore, I
explored possible reasons for this and how their emotional well-being had influenced
other dimensions of their wellness. I finally focused on educators’ recommendations to
improve their emotional well-being. A qualitative research design, which was guided by
an interpretive paradigm, was employed. During data analysis I operated in a critical
paradigm. The data was collected by means of a literature review, interviews, reflective
diaries, observations, documentation and artefacts.
The research findings indicated that educators generally are experiencing low levels of
emotional well-being. In extreme cases it is associated with emotional illnesses such as
depression and burnout. It seems as if the low levels of emotional well-being
experienced by educators have a negative influence on their social and physical wellbeing.
Possible reasons that can explain the low levels indicate the impact of various
role players, namely the type of school, an additional work load, the head master, the school management team, colleagues, learners, parents, the Western Cape Education
Department, and educators’ families and friends. In spite of the experienced low levels
educators were still at times committed to their occupation. Recommendations on
improving emotional well-being were associated with factors in the workplace itself.
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