Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 75-84).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 75-84). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 80-84). Also available in print.

In this dissertation the findings of a survey on 100 inner-city independent school educators, concerning the factors that affect the level of job satisfaction are presented. It was found that educators derive most of their job satisfaction from interpersonal relationships. Dissatisfaction was mainly the result of low salaries, low status in the community, poor facilities and lack of security. Most of the educators were looking for alternative employment and regarded employment in public schools as a much better option. Recommendations were made to principals on how to improve the factors that affect the level of job satisfaction for educators. / Educational Studies / MED (EDUC MANAGEMENT)

‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. / Prof. B.R. Grobler

The morale of educators in certain schools is very low. From the literature review I concluded that not all schools experience low morale in the same way. There are different factors impacting on the morale of educators at different schools. In this study, the causes of low educator morale, indicators of low morale, the importance of high morale and how low morale can be dealt with were addressed in order to provide guidelines to improve low morale. An empirical study was conducted and 2 schools in the Northern Areas of Port Elizabeth were used in this case study to establish to what measure the educators are exposed to the abovementioned variables. The data was analysed qualitatively and quantitatively. South Africa is divided into different demographic areas. The majority of people living in the communities where these schools are located are poor, unskilled, unemployed and the crime levels are very high. The socio-economic context within which these schools are located also has an impact on the morale of the educators at these schools and it affects their working lives. Educators, SMTs and principals took part in the empirical study so that their views can be compared and to facilitate the researcher to make recommendations on improving low educator morale. The research outcomes were analysed and deductions, recommendations and a need for further research were given. The empirical and literature study emphasised that the morale of educators is low in the schools and this morale status impacts on learners’ achievements, the health of the educators and the health of the institution. The educators in this study ranked their own morale status as low and some of the causes of the low morale according to the empirical study are lack of resources, ill-disciplined learners, uninvolved parents and an ineffective management style of the principal.

Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors that can prohibit effective teaching in the workplace. Teacher moral drops and half of newly hired employees leave the profession. Equally important, student outcomes are affected. Demographic information, program practices, and commitment information from special education teachers across the country were examined in this study. These areas of study helped to determine the best indicators for teacher job satisfaction and barriers that threaten satisfactory working conditions. An online survey was designed to capture 29 areas to explore qualifications and working environments for these teachers. Of the 600 targeted teachers, 332 individuals participated in Likert-like scales to determine their degree of satisfaction or dissatisfaction for working conditions, use of intervention strategies, and areas of commitment. Closed-ended and multiple-choice questions were used. Descriptive analyses and tables aided in understanding this study. The resulting factors indicated that, although some respondents pointed to job dissatisfaction within the subset of questions, participants who worked for more than 6 years were less likely to vacate their positions than teachers working for less than six years.

The purpose of this study was to investigate the level of job satisfaction among full-time faculty members at historically black colleges and universities in Texas with respect to gender, age, marital status, salary, academic rank, level of education, teaching experience, institution of employment, and race/ethnic origin. The investigation was based on the six variables of job satisfaction: work on present job, present pay, supervision, co-workers, promotion, and job in general.

The purpose of this study was to investigate the reliability, subscale intercorrelations, and validity of the Administrator Role Perception Inventory (ARPI), an instrument developed by the investigator and a co-author in the year preceding the study. The ARPI is a 50 item, Likert-type scale which reflects variables thought to be associated with burn-out: expectation, motivation, accomplishment, psycho-physical state, and relationships. Another variable, previously unresearched, was also included; it is the variable of "time" and reflects a negative time orientation, a longing for the "good old days." The inventory was mailed to all of the 2,113 active members of the Confederation of Oregon School Administrators during the middle of August, 1982. The return rate for the ARPI was 62 percent. Analysis of the data showed that the ARPI has an internal consistency of .91. The coefficients for the subscales fell between .70 and .85. As expected, there were substantial intercorrelations among the subscales, ranging from a low of .31 to a high of .63. Total ARPI scores and the subscale scores were correlated with measures of self-perceived burnout, desire for early retirement, and felt job stress. All of these correlations were in the expected direction, were significant at the .001 level, and ranged from -.41 to -.59. It was concluded that the Administrator Role Perception Inventory is comparable to measurement instruments similar in purpose and format.

No description available.