Download or read book Dimensions of the Received Role and Facets of Job Satisfaction Among School Administrators written by André Petit and published by Ann Arbor, Mich. : University Microfilms International. This book was released on 1982 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation to Determine what Combination of Organizational Climate Facets are the Most Effective Predictors of Specific Dimensions of Job Satisfaction Among Selected Connecticut School Principals written by Samuel Arthur Roth and published by . This book was released on 1978 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of the Actual Use of Time and the Ideal Use of Time to Job Satisfaction Among Connecticut Public Junior High School Principals written by David Alden Cressy and published by . This book was released on 1979 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1992-12 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Work Related Abstracts written by and published by . This book was released on 1983 with total page 1332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationships Between Leadership and Job Satisfaction in Minnesota Public High School Principals written by Brett A. Wedlund and published by . This book was released on 2011 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study sought to determine if there was a relationship between leadership components and demographic characteristics or facets of job satisfaction of Minnesota public high school principals. In addition, the study investigated whether or not there is a relationship between leadership components and overall job satisfaction ... The study found that inspirational motivation was significantly related to years of experience, school size, and school location. Contingent reward was significantly related to years in current position. Active management by exception was significantly related to age, years of experience as a principal, and years in current position. Gender, school size, and school location were all found to be significantly related to Laissez-fair leadership. A significant relationship was found to exist between cascading effects and satisfaction with people on the job as well as contingent reward and satisfaction with supervision. No significant relationships were found to exist between the leadership components and overall job satisfaction."--leaf iii.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 912 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perception of the Role of School Administrators in Motivating the Aided High School Teachers written by Jafar Paramboor and published by . This book was released on 2014 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher motivation is one of the major issues in education by and large, and in educational leadership and practices specifically. A variety of factors are being considered as motives for the teachers, with which the administrators are supposed to recognize and acknowledge their role as teacher motivators. This study investigated the perceptions of the aided high school teachers of Malppuram Educational District, India, on the role of their school administrators in motivating them. The questionnaires pertaining to different motivational dimensions including job satisfaction, career progression, welfare and instruction-related matters were distributed to the teachers of ten aided high schools in the district, which were selected purposively. The statistical techniques which included descriptive statistics, independent sample t-test, ANOVA, correlation, and multiple regression analysis were used to analyze the data. The demographic information, the motivation level, differences among gender and other selected demographic variables in terms of job satisfaction level, the relationship between the job satisfaction level and motivational aspects, and the predictive ability of the variables on job satisfaction were found and analyzed respectively. From 206 questionnaires which were given back to the researcher, it was found that the level of motivation received by the teachers was low and their job satisfaction was moderate. Only two age groups, Group 1 and Group 6, differed in their job satisfaction level while there were no significant statistical differences among any other selected variables namely, gender and academic qualifications. The result showed that there was a significant relationship between the job satisfaction of the teachers and their perceived level of motivation received from the authority. Among the aforementioned three aspects of motivation, the instructional field was the largest contributor to teachers' job satisfaction followed by the welfare and career progression aspects. The findings suggest that the District level school administrators, as well as the state Ministry of Education should make improvement in realizing their role as teacher motivators at least in the three dimensions on which this study focused on.
Download or read book Annual Report written by New York State School of Industrial and Labor Relations and published by . This book was released on 1982 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Learning in a Professional Context written by Jim McNally and published by Routledge. This book was released on 2009-09-28 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple ‘cognitive’ knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching. This book offers a fundamental critique of policy but also the prospect of constructive change for the better as the authors present accounts of what the ‘real’ experience of beginning teaching may be like, as well as lines for future research. Key questions are answered, such as: Do we really understand what beginners go through in the workplace? What is the experience of new teachers as they join one of the largest workforces in the developed world? What do teachers learn in the school, one of our universal institutions? Becoming a teacher is a transformative search by individuals for their teaching identities and, with this book, teachers and teacher educators can at last begin to understand this complex developmental process. IMPROVING LEARNING SERIES The Improving Learning series supports evidence-informed professional practice and policy-making in education. Each book showcases findings from the Teaching and Learning Research Programme (TLRP) - one of the world’s largest coordinated educational research initiatives. For those with a commitment to the improvement of outcomes for learners, these books are essential reading.
Download or read book Teachers Perception of the Role of School Administrators in Motivating High School Teachers written by Jafar Paramboor and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the perceptions of high school teachers on the role of school administrators in motivating them. The study used survey method and distributed questionnaires to teachers of ten aided high schools in Malappuram Educational District of Kerala, India, using quota sampling technique. Descriptive statistics, independent sample t-test, ANOVA, correlation, and multiple regression analysis were performed to analyse the data. The findings demonstrate that while the level of motivation received by teachers was low, their job satisfaction was found to be moderate. Only two age groups differed in their job satisfaction level while there were no significant differences found among gender and academic qualifications. The findings also revealed a significant relationship between job satisfaction of the teachers and their perceived level of motivation received from the authority. Instructional field was the largest contributor to teachers' job satisfaction followed by the welfare and career progression aspects. These findings imply that the District level school administrators, as well as the state Ministry of Education should cultivate proper awareness among the school administrators about their role in motivating their teachers being cognizant of at least the three dimensions on which this study focused.
Download or read book JSL Vol 26 N1 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2016-03-17 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: JSL invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative; empirical vs. conceptual; discipline-based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and global implications of their work. The journal’s goal is to clearly communicate with a diverse audience including both school-based and university-based educators. The journal embraces a board conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts, but also in manuscripts that inquire about teacher, student, parent, and community leadership.
Download or read book Social Capital and Well being of Teachers and Principals Social Support and Beyond written by Simon Beausaert and published by Frontiers Media SA. This book was released on 2023-02-08 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tennessee Public High School Principals Leadership Behaviors and Teachers Job Satisfaction written by Amie Broughton Rumph and published by . This book was released on 2012 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The attrition rate of teachers is alarming (Darling-Hammond, 2002; Keigher, 2010; Marvel, Lyter, Peltola, Strizek, & Morton, 2006). Factor of the attrition include teachers leaving the profession due to lack of job satisfaction or lack of administrative support (Angelle, 2002; Littrell, 1994; Schlichte, Yssel, & Merbler, 2005). Frameworked by Herzberg's Motivation-Hygiene Theory (Herzberg, Mausner, & Snyderman, 1959), this web-based, quantitative, descriptive study explored the connections between job satisfaction and perceived leadership behaviors. Participants included 302 teachers from public secondary schools in Central and East Tennessee. Instruments used were the Job Satisfaction Survey ([JSS], Spector, 1994), the Study of School Leadership School Staff Questionnaire ([SSLSSQ], Consortium for Policy Research in Education, 2005), and a researcher-created demographics questionnaire. The JSS measured overall job satisfaction and nine individual facets. The SSLSSQ measured five chosen leadership scales (organizational climate, efficacy, trust and support, professional learning community, and academic pressure). The demographics variables were gender, marital status, ethnicity, discipline area, age, school size, tenure status, and number of years under current principal. The study was web-based. Participants completed all three parts online. Analyses included descriptive statistics, ANOVAs, MANOVAs, and regression analysis. Six null hypotheses were tested and all rejected. Statistically significant differences existed between the overall satisfaction and the demographic variables of gender, marital status, tenure, and years under the current principal. Statistically significant differences existed among multiple pairings of each of the facets of the JSS and individual demographic variables. Statistically significant differences existed among multiple pairings of each of the leadership scales and individual demographic variables. A statistically significant relationship existed between overall job satisfaction and overall composite score of the leadership scales. Statistically significant relationships existed between the overall job satisfaction and several of the leadership scales. Statistically significant relationships existed among multiple pairings of facets of the JSS and leadership scales.
Download or read book Relationships and Predictors of Principal Job Satisfaction Across Multiple Countries written by Karen M. Sealy and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present paper examines the relationships between principal job satisfaction, school characteristics, roles of the principal, and student achievement, as well as predictors, in Australia, Finland, Latvia, Mexico, Portugal, Romania, Singapore, and Spain. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries were selected based upon their participation in both the TALIS and PISA. To create this dataset, researchers merged the datasets, yielding a study sample of 1301 schools. Job satisfaction has been related to increased recruitment and retention (Conrad & Rosser, 2007; Federici & Skaalvik, 2012; Witaker, 2003; Yu-kwong & Walker, 2010). Research specifically related to principals has been underrepresented in this body of research. It is critical to understand the relationships between principal job satisfaction, school characteristics, and student achievement due to the direct and indirect influence of principals on student achievement (Clifford, Behrstock-Sherratt, & Fetters, 2012; Federici & Skaalvik, 2012). “Research on leadership efficacy indicates that positive efficacy beliefs are vital to leaders' success because it determines the effort and persistence on a particular task as well as the aspirations and goals they set” (Federici & Skaalvik, 2012, p. 297). In recent decades, job satisfaction has been the theme of numerous studies in both public and private organizations; however, little attention has been given to job satisfaction among public school principals (Sablatura, 2002). Studies focusing on principal job satisfaction have revealed that increases in responsibilities in the form of accountability and mandates have made the job of principals more stressful (National Association of Elementary School Principals, 2003). Overcrowded classrooms, safety issues, and teacher shortages are all factors that have resulted in additional pressures on principals, which have influenced their perceived levels of satisfaction (Institute for Educational Leadership, 2000). In addition, research findings indicated that one-third of school principals were not prepared for what the school expected of them (Schmidt, Weaver, & Aldredge, 2001). To gain a deeper understanding of the critical importance of job satisfaction, researchers explore the factors that play a role in defining satisfaction, including hygiene factors and motivators (Sodoma & Else, 2009), work-life factors (Conrad & Rosser, 2007), and professional responsibilities (Eckman, 2004). According to Conrad and Rosser (2007), factors that have a positive influence on job satisfaction include work-life factors, support in career, recognition at work, relationship building, and an adequate working environment. Conversely, issues outside of work, including pressure to succeed, demands of family, and personal conflicts have a negative impact on job satisfaction. Eckman (2004) found that interaction with students, and professional development contributed to job satisfaction, while politics, frustration with the school board, and dealing with teachers who are resistant to change decreased job satisfaction. Anderson and Pigford (1987) espoused that the more principals are in classrooms, the more credible they are as instructional leaders, and the more likely teachers are to be receptive to their instructional suggestions and ideas. Despite the barriers that impede principals' ability to develop as instructional leaders, Anderson and Pigford (1987) explain that effective leaders develop the strategies that will enable them to provide instructional leadership regardless of increased demands from other tasks. According to the researchers, the problem will be solved when principals embrace their role as instructional leaders and develop the qualities that will permit them to function effectively in that role (Anderson & Pigford, 1987). Okoroma and Robert-Okah (2007) identified factors that increased stress and decreased job satisfaction in Nigeria. Inadequate school facilities, poor working conditions, and demands of work overload decreased job satisfaction, while insufficiently trained teachers had less of a direct impact on increased stress. Job satisfaction is dependent on cultural factors (Saif, Nawaz, Jan, & Khan, 2012). The dimensions of power distance, uncertainty avoidance, individualism and collectivism, and masculinity were the four major themes that emerged through environmental factors and personal characteristics that impacted job satisfaction (Saif et al., 2012). Research studies focusing on job satisfaction have explored both the global and specific aspects of the concept. Job satisfaction can manifest itself both as a global feeling towards one's work and as specific attitudes about various facets of the job that can produce satisfaction or dissatisfaction (Lu, White, & Barriball, 2005). Despite differences in how the construct is conceptualized, research studies have indicated that job satisfaction is related to both burnout (Maslach, Schaufeli, & Leiter, 2001; Skaalvik and Skaalvik, 2009) and self-efficacy (Judge, Bono, Thoresen, & Patton, 2001; Klassen and Chiu, 2010). In a study conducted by Federici and Skaalvik (2012), the researchers explored relationships between principals' self-efficacy, burnout, job satisfaction and principals' motivation to quit. The participants in the study were 1,818 principals from Norway. The findings revealed that principal self-efficacy was positively related to job satisfaction and motivation to quit and negatively related to burnout. Burnout and job satisfaction were negatively related. In addition, burnout was positively related to motivation to quit; whereas job satisfaction was negatively related to both dimensions. The study indicated that important relations exist between self-efficacy, burnout, job satisfaction and motivation to quit.
