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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.

Public schools need to enhance teacher job satisfaction which should improve teacher retention, teacher performance, and student achievement. This was a qualitative study of those factors which teachers with high and low job satisfaction perceived affected how they felt about their jobs. A sample of 200 tenured Virginia Beach teachers was randomly selected sent the Teacher Job Satisfaction Questionnaire (TJSQ). Eighty-four of these teachers who agreed to be interviewed were rated on performance by their principals. Eight teachers, who placed at the top the ranked list of TJSQ scores and who were rated at least above average by their principals, were selected for interviews. Five teachers, who placed at the bottom of the list of TJSQ scores and who were rated average at best by their principals. were also selected for interviews. The teachers in the study said they liked student success best and paperwork least. Respondents said the principal, coworkers, students, materials, autonomy, home life, parents, personality and participatory decision-making all affected job satisfaction. The principal was ranked most important. Job satisfiers were tabulated across questions. The most frequently identified intrinsic factor was student success. The extrinsic factors of working conditions, principal support and coworker support were identified. Intrinsic dissatisfiers included lack of teacher achievement, lack of recognition and lack of student success. Extrinsic dissatisfiers were poor working conditions and unpleasant student relationships. Concerning demographics, the teachers with the top 30 job satisfaction scores were older, more female, more minority, more elementary, more experienced and about equally educated than the teachers with the lowest 30 job satisfaction scores. In general, there was little difference between the responses of the high job satisfaction group and the low job satisfaction group perhaps because of the manner in which they were selected. However, teachers with low job satisfaction in this study were slightly more concerned with recognition, coworker support, working conditions, salary, student support, parent support and input into decision making than the high job Satisfaction group. / Ed. D.

A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.

The first purpose of this study was to determine teachers' perception of administrative policies, procedures, and practices in the various administrative units in three Texas school systems and to test the significance of the relationship between the teachers' perception of the dimensions of these aspects of administration and the morale status of the teachers in these various administrative units. The second purpose of this study was to identify those policies, practices, and procedures, as perceived by the teachers, which most frequently are associated with and show a significant relationship to a high morale tendency and those which most frequently are associated with and show a significant relationship to a low morale tendency. The third purpose of this study was to interpret the significant relationships in terms of administrative dimensions and implications which may suggest certain policies, procedures, and practices for the improvement of teacher morale in the public schools.

Thesis (DTech (Human Resource Management))--Cape Peninsula University of Technology, 2018. / The purpose of this study was to investigate the impact of intrinsic and extrinsic rewards on the job satisfaction and morale of educators in Western Cape Public Technical Vocational Education and Training (TVET) institutions. The study endeavoured to determine factors that contributed to public TVET educators’ dissatisfaction with intrinsic and extrinsic rewards offered by public TVET institutions in the Western Cape. In addition, the study investigated the job satisfaction of public TVET educators as well as the resultant morale, attrition and absenteeism brought about by educators’ dissatisfaction with rewards offered. The study was also expected to present findings and make recommendations to public TVET institutions and the Department Higher Education and Training (DHET). Recommendations were supposed to be made to bring about an improvement in the job satisfaction and morale of public TVET educators in the Western Cape. A stratified purposive sampling procedure was utilised in drawing up the sample from some population of 1535 educators in the Western in 2013. The Research Advisors (2006) and Krejcie and Morgan (1970) Sample Size Tables were utilised. However, out of 308 JDI questionnaires that were initially distributed 265 were returned duly completed. The two hundred and sixty-five JDI questionnaires were processed using SPSS Version 23. As suggested by statistical analysis, the overall conclusion drawn from the research was that extrinsic and intrinsic rewards significantly predicted the job satisfaction and morale of educators in a sample of 308 derived from some population of 1535 educators in Western Cape public TVET institutions. This study revealed that extrinsic and intrinsic rewards had a significant influence or impact on the job satisfaction and morale of public TVET educators in the Western Cape. It was discovered that beside extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself were important in the job satisfaction and morale of educators. Beside the above it was also discovered that supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were instrumental in enhancing the job satisfaction and morale of educators. Beside the above mentioned, it was discovered that learners’ grades after assessments also played a major role in the motivation of public TVET educators. It was confirmed that extrinsic and intrinsic rewards complimented each other in fostering and enhancing the job satisfaction and morale of public TVET educators in the Western Cape. The results of this study showed that job satisfaction among public TVET educators in the Western Cape could be explained by the type of rewards (extrinsic and intrinsic) offered by public TVET institutions as previously indicated. In other studies, mentioned in this study it was confirmed that beside extrinsic rewards, intrinsic rewards such as the job itself and the educational institution enhanced the educator’s job satisfaction and morale. When an employer fulfils the educator’s intrinsic and extrinsic reward expectations, an educator’s affective commitment, job satisfaction and morale is enhanced.

Thesis (M.A.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 42-46).

Thesis (M.A.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 42-46).

The purpose of this study was to investigate eleven variables of job satisfaction of full-time two-year public community college faculty members as they related to gender and length of service. The population consisted of 502 full-time community college faculty employed in eleven community colleges across the United States during 1980 - 82. The questionnaire consisted of 63 questions selected from the HEMI Faculty Attitude Survey. Responses to the items were on a scale of 1 to 8. The Herzberg theory of job satisfaction provided the theoretical base for the selection of the items from the HEMI questionnaire by a panel who categorized the items under the following headings: recognition, responsibility, advancement, the work itself, the possibility of growth, salary, working conditions, status, company procedures, quality of supervision, and quality of interpersonal relations.

M.Com. (Business Management) / The main objective of any service organisation should be to make a profit. This objective can only be achieved by increasing the employees’ performance, which is subsequently related to Emotional Intelligence (EI) and Job Satisfaction. The studies on the relationship between EI and Job Satisfaction are becoming prevalent in the academic literature. Currently, a debate is on as to determine the extent of the relationship between EI and Job Satisfaction amongst different demographics. Westcol FET, is seen as one of the top performing colleges in South Africa and it claims to make use of Job Satisfaction as part of a business strategy in order to increase performance. The purpose of this study was to determine the relationship between EI and Job Satisfaction amongst Westcol FET lecturers, while taking into consideration the organisation’s demographic characteristics. One hundred lecturers at Westcol FET were asked to complete the Genos Emotional Intelligence Inventory (short version) and the Job Diagnostic Survey (JDS). The sample consisted of 56 participants across different ages, genders, qualifications and lecturing fields. A convenience sampling method was used. All the participants completed the Genos EI in order to measure EI whereas the JDS was used in order to measure Job Satisfaction. The research results show that there was a statistically significant relationship between EI and Job Satisfaction among the Westcol FET lecturers and more specifically in relation to race, gender, years of service and qualifications. Recommendations were made with regard to EI, Job Satisfaction and demographics.