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Roberts, Jordan Rachel Simeon. "Job satisfaction, organisational commitment, professional commitment and turnover intentions among information technology professionals /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr6454.pdf.
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Stollery, Jennifer C. "Job satisfaction in young professional athletic trainers /." Full-text of dissertation on the Internet (534.36 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/stoll3jc/stoll3jc_masters_04-20-2010_01.pdf.
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Bosley, Michael. "PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNI." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4249.
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This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction
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Ford, Theresa M. "Energy education professional development : assessment of teacher satisfaction /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Ford.pdf.
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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.<br>Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 79-84).
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Altenburg, Brian Michael. "Stress in the professional services : antecedents and outcomes." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249486.
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Bennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.
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The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.
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Davis, G. Scott. "Customer satisfaction for professional Services Group, Inc. development of an online customer satisfaction survey /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003davisg.pdf.
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Bane, Tara Yost. "Job Satisfaction Among Professional Middle School Counselors in Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29280.
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The purpose of this study was to determine the current level of job satisfaction among professional school counselors working in Virginia public middle schools. In addition, satisfaction levels were compared with previous studies on Virginia elementary school counselors. Although job satisfaction has been widely studied in the past, few studies have focused on professional school counselors in particular. Information regarding job satisfaction is important in order to employ and retain committed school counselors and ensure that students are receiving high quality services.
Participants included 255 middle school counselors working in Virginia. Using a demographic survey and a modified version of the Minnesota Satisfaction Questionnaire (MSQ) (Weiss, Dawis, England, & Lofquist, 1967), the following research questions were investigated: What is the overall job satisfaction level of Virginia middle school counselors? What degree of job satisfaction is expressed by Virginia middle school counselors in regard to each of the 20 dimensions of job satisfaction as measured by the modified MSQ? What is the relationship between selected demographic variables and work setting characteristics with the overall job satisfaction of middle school counselors in Virginia? How does the level of job satisfaction of Virginia middle school counselors compare with the level of job satisfaction for Virginia elementary school counselors in 1990, 1995, and 2001? Does the current political and social climate of the public educational system affect middle school counselors' feelings regarding their jobs and performance?
Analysis determined that 92.9% of participants were satisfied with their current jobs, with social service being the area of greatest satisfaction and compensation being the area of least satisfaction. Only 7.1% of participants were dissatisfied. These findings are similar to those found in 1990, 1995, and 2001. Using a regression model, the three demographic variables of gender, licensure, and intent to remain in the position, were found to be significant predictors of overall job satisfaction. Female counselors who held a Postgraduate Professional license and intended to remain in their current position for the next five years were more satisfied than other participants. Qualitative responses indicated that middle school counselors were most affected by the current political climate in regard to standardized testing, while the social climate affected counselors in regard to the difficult challenges faced by students. The greatest impediment to the participants'preferred role was an excess of noncounseling duties, while administrators and principals provided the greatest support. Overall, the results from this study revealed that middle school counselors in Virginia were satisfied with their jobs.<br>Ph. D.
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Parry, Julianne Mary, and j. m. parry@cqu edu au. "The Effect of Workplace Exposure on Professional Commitment: A Longitudinal Study of Nursing Professionals." Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.133840.
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The behaviour of employees is increasingly being recognised as the critical
factor in achievement of organisational effectiveness. Therefore, the need to address
inefficiencies that are derived from the organisation-employee relationship is being
recognised as important to organisational success. For many years the concept of
organisational commitment provided the means to develop theory in relation to
organisation-employee relationships. More recently, however, other types of workrelated
commitments have been identified as having importance to the organisationemployee
relationship.
In the contemporary political-economic context, professionals are
increasingly becoming employees of organisations which operate according to
market or quasi-market principles. There are some fundamental differences between
professional occupations and non-professional occupations. These differences may
have consequences for the relationship between professional employees and their
employing organisation. The differences may also have consequences for other workrelated
outcomes for professional employees in ways that are different from the
work-related outcomes of non-professional employees. Importantly, for professional
employees commitment to the profession is developed during the pre-workplace
entry educational experiences and may have consequences for the retention of
professional employees within organisations, as well as retention within the
profession. Therefore, the commitment of professional employees to their occupation
may be both an antecedent to and a consequence of other work-related outcomes.
However, to date, professional commitment has not been studied from a
developmental perspective and the effect of workplace exposure on professional
commitment is not understood.
This thesis reports the findings of a study in which a theoretical model of the
relationship between professional commitment prior to workplace entry and
professional turnover intention was evaluated using path analysis. The relationships
included in the model were between commitment to the profession as both an
antecedent to, and a consequence of organisational-professional conflict, job
satisfaction and organisational commitment, as well as the relationship that each of
these variables may have to organisational turnover intention and professional
turnover intention. A repeated measures design was used with a sample of nursing
professionals. Professional commitment before entry to the workplace was measured,
and after a period of workplace exposure, professional commitment was again
measured, as well as the other work-related outcomes identified in the model. The
Blau (2003) occupational commitment measure was used to measure the pre-and-post
workplace entry levels of professional commitment. The thesis also examined the
factor structure of the Blau (2003) occupational commitment measure.
The results of the model evaluation indicated that it is a plausible model of
the identified relationships. Examination of the factor structure of the Blau (2003)
occupational commitment measure indicated that it is best represented by five rather
than four components. This research found that professional commitment was quite
stable in the initial period of workplace exposure. The research findings also
indicated that the relationship between professional commitment and organisational
commitment was mediated by job satisfaction and that organisational-professional
conflict and job satisfaction were directly related to organisational commitment. The
research found that job satisfaction and professional commitment after a period of
workplace exposure were related to organisational turnover intention, but that
organisational commitment was not. The final major research finding was that
organisational turnover intention was the only workplace variable in the model that
was directly related to professional turnover intention.
This research has contributed to the organisational behaviour literature
through the development and initial evaluation of a model of the relationship between
professional commitment prior to workplace entry and professional turnover
intention. The results of the model suggested that when organisations provide
professional employees with workplace experiences that are professionally, as well as
personally satisfying, they promote retention of professional employees with their
own organisation, as well as retention of professionals within the profession.
This research recommends that for organisations that employ professionals,
the model of the organisation-professional employee relationship that is likely to
promote the retention of professional employees both within the organisation and
within the profession, is a partnership model. Conflict resolution principles are
recommended to inform the partnership model of the organisation-professional
employee relationship. In addition, the empowering leadership style is recommended
for organisations that employ professionals, because it is better matched to the
employment mode and characteristics of professional employees.
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Crocker, Judith Leslie. "Continuing professional development and curriculum development: enhancing teacher satisfaction andcommitment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35339883.
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May, Donald. "CURRICULUM CONTROL AND TEACHERS' PERCEPTIONS OF PROFESSIONAL DISCRETION AND SATISFACTION." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2116.
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The goal of this research was to investigate teachers' perceptions of professional discretion and satisfaction related to internal and external factors of curriculum control. Results of the study were intended to provide data to policy makers and school district administrators that could be used in the development and implementation of the curriculum reform process. Middle and high school teachers in a large central Florida school district completed the survey. The survey's six constructs were 1. Influence of Teacher Beliefs 2. Perceptions of Success and Satisfaction 3. Influence of Tests and Curriculum Guides 4. Teacher Control of Pedagogy 5. Leadership 6. Maintaining High Standards The research questions focused on determining the difference in perspectives due to years of teaching experience, level of teaching (middle or high school), and curriculum control category (high, medium, or low). The results revealed there was not significant disagreement among teacher perceptions based on years of teaching experience. However, results indicated significant differences in perceptions based on level of teaching and curriculum control category in regard to the six survey constructs. The construct of leadership revealed significant differences between both levels of teaching and curriculum control categories. Overall, the results indicated a significant relationship among curriculum control policies and effects on teachers' perceptions of professional discretion and satisfaction. The literature on curriculum reform efforts since the 1980s, specifically in the areas of curriculum standards, textbook adoption policies, testing policies and leadership practices, framed the study. The literature review focused on existing research issues within the six constructs and the research questions. The information gained from this study may be used to inform policies, improve teachers' working conditions, and promote teacher and leadership effectiveness. Recommendations for practice were addressed in terms of what policy makers, school district administrators, and individual classroom teachers can and should do to implement and support meaningful curriculum reform. The researcher emphasized that recognizing the professional expertise and knowing the perspective of teachers are key to the development and implementation of an effective curriculum reform process.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education EdD
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Rodriguez-Castro, Monica. "ELEMENTS OF TASK, JOB, AND PROFESSIONAL SATISFACTION IN THE LANGUAGE INDUSTRY: AN EMPIRICAL MODEL." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1322006349.
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Rice, Kirsten L. "Professional quality of life: Compassion fatigue, compassion satisfaction and professional burnout in lay trauma counsellors in Cape Town." University of Western Cape, 2020. http://hdl.handle.net/11394/7844.
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Magister Psychologiae - MPsych<br>This study explored Professional Quality of Life (ProQOL) among lay trauma counsellors in Cape Town, South Africa, with a secondary focus on the implications for task shifting. The study supplemented a broader project, which sought to determine correlates between age, gender, and the constructs of ProQOL, using a triangulation design to combine nomothetic and idiographic methods. The current study acted to supplement the primary study with qualitative data, but can be treated as a stand-alone qualitative study.
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Crocker, Judith Leslie. "Continuing professional development and curriculum development enhancing teacher satisfaction and commitment /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35339883.
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Mello, Magdalena. "Professional development and teachers job satisfaction does it make a difference? /." CONNECT TO ELECTRONIC THESIS, 2008. http://hdl.handle.net/1961/5942.
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Kaplan, Richard Andrew Lewis. "The career anchors, job involvement and job satisfaction of professional people." Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/13552.
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Bibliography: leaves 363-394.<br>The study was designed primarily to test the effect of career orientations on the work outcomes of job satisfaction and job involvement among South African professional people. The hypotheses relating the career orientation, job satisfaction and job involvement constructs were extrapolations from the original theory of Edgar Schein (1978,1985, 1987b). Secondary aims included an initial assessment of the psychometric properties of the measuring instruments for a South African sample, and comparisons among the 14 professional groups sampled on each of the dependent variables.
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Speller, Heather Korkosz. "Perspectives on Intern Well-Being: The Importance of Education, Support, and Professional Satisfaction." Yale University, 2010. http://ymtdl.med.yale.edu/theses/available/etd-05132010-164236/.
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The purpose of this qualitative study was to explore intern's perspectives on how the professional environment impacts their well-being. In-depth, semi-structured interviews were conducted in March and April of 2009 with seventeen interns from residency programs in a variety of specialties at an urban teaching hospital. Investigators coded interview transcripts line-by-line, and identified recurrent themes through an iterative process of analyzing tagged quotations. Three themes (each with three sub-themes) characterized aspects of the professional environment that interns perceived as impacting their well-being: 1) high-quality education (workload, work hours, and quality and quantity of teaching), 2) professional development and satisfaction (making a meaningful contribution to patient care, positive feedback and extrinsic reward, and balance of autonomy and supervision), and 3) social and emotional support from colleagues (feeling supported by the residency program, cooperative team environment, and intern community). These aspects of the professional environment have the potential to significantly impact intern well-being, and should be taken into consideration when developing new systems, interventions and policies to improve the well-being of interns.
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Enberg, Birgit. "Work experiences among healthcare professionals in the beginning of their professional careers a gender perspective /." Doctoral thesis, Umeå : Umeå University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-25771.
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Moyers, Penelope A. "Engagement in professional updating by occupational therapists." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832990.
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Dubin's and Cohen's (1970) Empirical Motivational Model of Updating (EMMPU) guided the design of this research, leading to the examination of the relationships among lifelong learning characteristics, job satisfaction, and engagement in professional updating activities for occupational therapists. Occupational therapists completed the Characteristics of Lifelong Learners in the Professions Questionnaire (Livneh, 1986), the Index of Organizational Reactions (Smith, 1976), the Professional Activity Engagement Survey, and participated in qualitative interviews.Statistically, no relationships were found among job satisfaction, characteristics of lifelong learning, and engagement in professional updating activities. The qualitative data suggested that these relationships existed. Characteristics of lifelong learning significantly predicted 7% of the variation in time spent engaged in professional updating activities. There were significant differences found on characteristics of lifelong learning and engagement in professional updating activities among therapists with varying educational 1eve1s.Utilizing grounded theory methodology, a theory of Professional Learning Management emerged from the data, contributing to the understanding of professional updating that was not addressed by the EMMPU model. In the theory of Professional Learning Management, patient treatment interaction triggered the need for updating by occupational therapists. The patient interaction determined the specifics of the necessary learning in regards to the content, timing, context, and methods. Occupational Therapists were reliant upon off-the-job learning in order to provide quality patient care. There was a cyclical feedback loop between off-the-job learning and application of that learning on the job within the patient treatment situation.Unlike the EMMPU model, updating occurred under both positive and negative contexts. The high engagers in professional updating were able to learn in spite of the barriers restricting learning efforts. The barriers to learning were not managed as well by the medium and low engagers in professional updating activities. Regardless of level of updating, occupational therapists utilized a variety of updating methods in accordance with the way in which the learning needs were defined by the patient treatment situation.3<br>Department of Educational Leadership
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Adams, Christine Annette Burke. "Teacher Professional Capital| The Relationship between Principal Practice and Teacher Job Satisfaction." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142524.
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<p> Criticism of the public school system tends to be aimed squarely at teachers in the classroom (Karpinski, 2012). As school principals lead in this current educational climate, it is incumbent upon them to provide their teachers an environment that is conducive to job satisfaction, emphasizing teacher retention, and mitigating the deleterious effects of teacher turnover on students’ academic achievement. To understand the practices of the principal, this study investigated teachers’ perceptions of their principals’ practice, asking the following questions: What is the relationship between teachers’ perceptions of their principal’s practice of building professional capital and teachers’ job satisfaction? What are the experiences of teachers in relation to their perception of their principal’s practice of building professional capital and job satisfaction?</p><p> Research was conducted employing an explanatory sequential mixed-methods correlational study; utilizing a researcher-created on-line survey and semistructured interviews. The results of this study indicate that teachers’ job satisfaction is independent of principals’ practice of building professional capital. The quantitative findings found no correlation between teachers’ perceptions of their principal’s practice of building professional capital and teacher job satisfaction. The qualitative data indicate that teachers attributed their job satisfaction to factors that are independent of their relationship with their principal; commitment to their students and colleagues and sense of purpose were cited as sources of job satisfaction.</p>
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González, Such José, and Suizo Lucía Subaldo. "Teaching performance and their impact on professional and personal satisfaction of teachers." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117181.
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This study presents a review of teaching performance and its relation with teacher's personal and professional satisfaction / dissatisfaction that has a repercussion on their person and can lead to «burnout» or deterioration of their health and wellbeing. The main objective of this research focuses on the knowledge of the opinions and experiences of teachers about teaching performance and its repercussions on the personal and professional satisfaction and identifies the key factors of satisfaction / dissatisfaction of teachers. The results show that the positive experiences of teachers in the exercise of teaching profession produce satisfaction that lead to the personal and professional development and fulfillment. These have great influence on teaching and student learning, while negative experiences produce personal and professional dissatisfaction.<br>En este trabajo se presenta una revisión sobre el desempeño docente y su relación con la satisfacción/insatisfacción personal y laboral del profesorado que repercute en el profesor y que puede conducir a desgaste en su salud y bienestar. El objetivo de este trabajo se centra en el conocimiento de las opiniones y vivencias del profesorado sobre el desempeño y sus repercusiones en la satisfacción laboral y personal del profesorado e identificar los factores fundamentales de satisfacción/ insatisfacción de los docentes. Los resultados indican que las experiencias positivas del profesorado en el ejercicio de la docencia producen satisfacción y conllevan el desarrollo y la realización personal y profesional, que tienen gran influencia en la enseñanza y el aprendizaje del alumnado, mientras que las experiencias negativas producen insatisfacción personal y profesional.<br>Neste trabalho apresentase uma revisão sobre o Desempenho Docente e a suarelação com a satisfação / insatisfação pessoal e laboral, e respetivas repercussões que podem levar ao desgaste na saúde e bem-estar dos professores. O principal objetivo deste trabalho centra-se no conhecimento das opiniões e vivências dos professores sobre o desempenho e o impacto no seu trabalho e na sua satisfação pessoal, tentando também identificar os principais fatores de satisfação / insatisfação dos docentes. Os resultados mostram que as experiências positivas dos professores no exercício da docência produzem satisfação e comportam o desenvolvimento e a realização pessoal e profissional, que sem dúvida têm grande influência no ensino-aprendizagem dos alunos. Por outro lado, as experiências negativas produzem insatisfação pessoal e profissional, podendo causar rejeiçãopela profissão.
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Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.
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The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.
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EIFERT-MANGINE, MARSHA A. "COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.
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Palmer, Josephine Chiara. "Factors associated with professional nursing practice in medical-surgical nurses." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/277266.
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The purpose of this study was to identify and describe factors perceived to be important to nursing practice by registered nurses. The sample, 170 medical-surgical nurses, was 37% of the total in the primary study (N = 455). An exploratory/descriptive design was used to content analyze the qualitative data obtained from one open-ended question asked in the Differentiated Group Professional Practice in Nursing project. Results showed two concepts in the conceptual framework, Group Cohesion and Job Satisfaction, with regard to Pay and Physician/Nurse Relationships, were supported. Other categories generated included the importance of Administrative Support, both Nursing and Non-Nursing, Education, Adequate Staffing, Flexibility in Hours, and Role Recognition. Another set of responses were categorized as Conflicts - Dissatisfiers. Categories generated included Entry into Practice, Non-Nursing Functions and Changing Attitudes.
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Smith, Robert Mark Houston. "South African community pharmacists’ self-perception of their professional identity and job satisfaction." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20637.
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The role of the community pharmacist has changed over the past two decades. The traditional specialist roles of pharmacists, such as compounding and preparation of medications, are now infrequent activities and the profession has moved to a more patient-centred focus. Furthermore, pharmaceutical care has been developed and adopted as a practice philosophy to add value and bring care for patients back into the profession. However, there is still much debate in academic and policy literature concerning the reluctance of community pharmacists to adopt and implement pharmaceutical care in practice environments. Empirical evidence has suggested that the professional identity of pharmacists is both ambiguous and multifaceted. However, the practice of pharmaceutical care has been demonstrated to increase organisational identity of pharmacists, as well as their job satisfaction. In addition, pharmacists in a clinical role have been shown to have higher levels of job satisfaction than their counterparts in nonclinical roles. This study has identified, described and analysed the self-perceived professional identities of community pharmacists within a South African context. Furthermore, it sought to determine their current levels of job satisfaction. The relationships between professional identity, job satisfaction and role were analysed in an attempt to understand the influence of professional identity on job satisfaction and behaviour of pharmacists. This study made use of a mixed method of inquiry, online questionnaire, administered to a large sample, which allowed the researcher to take a broad view of the research foci at a specific moment in time. This study found the existence of six professional identities amongst South African Community Pharmacists; namely the practitioner, the jaded pharmacist, the social carer, the professional, the medicine supplier and the entrepreneur. South African community pharmacists were, generally, satisfied with their jobs, professed to practice pharmaceutical care and adopted it as a practice philosophy. South African Community pharmacists were, in general, committed to their profession. Correlation between a pharmacist’s professional identity and their job title, job satisfaction and their commitment were found to be statistically significant. A pharmacist’s level of job satisfaction was statistically correlated to their practice of pharmaceutical care. No statistically significant relationship was found to exist between a pharmacist’s identity and their work load or tasks performed. Characterising South African community pharmacists’ identities is of great significance in an effort to better understand the forces that drive our profession of pharmacy. In doing so, have found that identity affects many elements of work life such as job satisfaction, professional commitment and the practice of patient care.
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Lenyk, Julie M. "The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron147714005503087.
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Evans, Paula Joan. "The Perceptions of New Middle School Teachers Regarding Teacher Job Satisfaction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3674.
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Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the school have disclosed that induction did not meet their needs. In addition, the district has experienced budget cutbacks and demographic shifts in the student population, increasing the rate new teachers have left the school. The purpose of this study was to explore and give voice to the new teachers' perceptions about the profession, their preparation for classroom teaching, and their understanding of the school's climate and culture. Using Herzberg's theory of motivation, a qualitative case explored perceptions of 10 teachers who had fewer than 5 years teaching experience. The research questions were focused on perceived satisfaction with teaching, preparedness for classroom teaching, and satisfaction with the climate and culture of the school. The data were collected through face-to-face interviews using an interview protocol. Findings revealed that novice teachers were satisfied with the teaching profession, but satisfaction changed over time as they became more immersed in the daily routines necessary for students and classroom management. The data showed that novice teachers were dissatisfied with the climate and culture of the school. In response to the findings, a professional development support group project for novice teachers was developed. This project contributes to positive social change by providing a safe and trusted environment for new teachers to help each other manage challenges and assimilate into their new school environment.
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La, Vinh Quang Marketing Australian School of Business UNSW. "An empirical investigation of client perceived value for professional B2B services in an international context." Awarded by:University of New South Wales. School of Marketing, 2005. http://handle.unsw.edu.au/1959.4/22426.
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In today???s highly competitive business environment, client perceived value has become increasingly important to practitioners and business researchers as it is believed to be central to client decision-making, satisfaction and client retention. However, there are few insights as to what constitutes client perceived value and what are its antecedents, especially in the context of international, professional business-to-business (B2B) services. This study thus addressed two key questions: (i) what are the antecedents of client perceived value in an international, professional B2B service setting?; and (ii) how do these determinants influence client perceived performance and value under different contingency conditions (e.g., perceptions of country-oforigin (COO) and client experience)? The research was undertaken in two phases: Phase 1 included a literature review covering services marketing, international marketing, resource-based theory, contingency theory as well as an exploratory research amongst eight dyadic case studies. The objectives were to identify the key variables that contribute to client perceived performance and value; to fine tune the key constructs adopted from the literature; and to verify the linkage between the resource-based view (RBV) of a firm and client perceived value. By drawing on the theories mentioned above, and the results from the exploratory research, a conceptual model and a series of hypotheses were developed. The data used to test the model in Phase 2 was collected from 218 client firms in both Malaysia and Thailand. The data was collected through a mail survey with a net response rate of 32.9%, and was analysed via structural equation modelling, regression analysis and subgroup analysis. The results show that the key antecedents of perceived performance which in turn drives client value, included technical skills, customer orientation, innovation and firm reputation. The findings also suggest that COO moderates the relationships between these antecedents and perceived performance, while client experience moderates the association between perceived performance and value. The results provide a better understanding of value perceived by the B2B clients in an international setting. The academic contributions of this thesis are: the linkage of RBV and the services paradigm in an international context; the understanding of client perceived value and its antecedents; and the establishment of metric equivalence of measures employed across two countries (Malaysia and Thailand). Finally, the managerial contributions include guidance for exporting firms in terms of resource allocation to achieve competitive advantage; utilising the COO effect in promotion; and managing client value perceptions in international markets.
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Achterberg, Matheus van. "Continuity of care and client satisfaction in the community a study of professional and non-professional care for the chronically ill /." Maastricht : Maastricht : Universiteit Maastricht ; University Library, Maastricht University [Host], 1997. http://arno.unimaas.nl/show.cgi?fid=6772.
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Tyler, Judith Mary. "Job satisfaction, occupational stress and opportunities for continuing professional education among second level (enrolled) nurses." Thesis, University of Hertfordshire, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259617.
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Grainger, Sheila, and n/a. "Accessing the Professional Artistry of Teaching." Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031114.084528.
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This study accesses the professional artistry of teaching which I argue is being eroded by the representation of teaching in a discourse of technical rationality (Fish, 1991, 1995). Accessing professional artistry is the first step towards identifying how it figures in teaching practice and how it can be (mis)represented in theory, policy and teachers' own talk about their practice. The research method involved: analysing the official New Zealand documents pertaining to teacher performance management to demonstrate how the dominant or hegemonic discourse of technical rationality marginalises the contesting discourse of professional artistry (Schon, 1983, 1987, 1995) and impacts negatively on the profession; collecting interview data through a process of video stimulated recall with student teachers to allow them to reflect on their own professional artistry; exposing the complexity of the student teachers' decision making in action through analysing the video stimulated recall data using the membership categorisation tools (Sacks, 1996; Baker, 1982, 1997, 2000) available in discourse analysis; using Fairclough's (2001) framework for Critical Discourse Analysis to explore the discursive and semiotic aspects of an identified social problem, namely teachers' disillusionment with the teaching profession and their alienation from their professional artistry, 'to produce knowledge which can lead to emancipatory change' (Fairclough, 2001, p.30). I argue that the identified problem is so deeply embedded in the discursive and semiotic aspects of the networked practices in which teaching is carried out, that a common sense interpretation of teaching is inadequate to expose the complexity of teachers' work and therefore inadequate to allow the professional artistry of teaching to be accessed and appreciated. A growing rhetoric/reality gap between teaching theory/educational policy and teaching practice serves to entrench the problem in the New Zealand Education System, positioning teachers in a disempowering discourse of technical rationality in which they are 'not to be trusted with more than the technical aspects of the job' (Fish, 1991, p.31). I argue that the contesting discourse of professional artistry valorises teachers' agency in interpreting and framing the problems of practice, crafting individual solutions to them and wanting to do a good job from a personal and professional commitment to their work and that this is the discourse in which teaching is represented at the local level by teachers themselves. This discursive positioning of teachers, contrasted with their positioning in the official discourse of educational policy offers an enlarged view of all aspects of professional practice as having the potential to inform theory as well as be informed by it, and therefore to generate new knowledge about teaching possibly leading to emancipatory change.
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Ackerman, Donna V. "The Impact of Teacher Collaboration in a Professional Learning Community on Teacher Job Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/962.
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A dilemma in some local educational institutions is the lack of a supportive teacher community which could lead to decreased teacher job satisfaction. The purpose of this study was to describe to what extent teacher collaboration in a professional learning community (PLC) impacts teacher job satisfaction. Theoretical foundations by DuFour, Eaker and DuFour supported the relationships between PLC and teacher collaboration. Herzberg's theory of motivation and Maslow's hierarchy also served as frameworks in this study. An interpretive, qualitative research design was used to explore potential connections between collaboration and job satisfaction. Research questions addressed how scheduled school day collaborative time impacts teacher job satisfaction, job satisfaction changes due to a PLC environment, and the impact of teacher isolate on job satisfaction. Data included observations of collegial interactions, face-to-face interviews, recorded field notes and audio tapings captured during these data collecting events. Cross-referencing was applied between collection tools. Data were coded, categorized and analyzed following the process designed by Hatch. Ideal collaborative time and job satisfaction characteristics emerged as core themes. Specifically, scheduled collaboration provided a structure for developing strategies for meeting students' needs, and principal support for collaboration was shown to enhance teachers' perceptions of job satisfaction. Teachers also cited improved practices and enhanced collegial relationships as additional sources of increased job satisfaction. Implications for positive social change include improving teacher job satisfaction, which could assist in creating a positive, productive environment for teachers. This can result in more well planned learning environments and greater academic achievement for students.
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Francis, Joshua David. "The Effects of Competency on Job Satisfaction for Professional Counselors When Providing Court Testimony." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/580.
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Professional counselors experience increasing levels of ethical complaints when they provide opinions in child custody cases; the complaints question their competency levels and potentially affect job satisfaction. The purpose of the study was to determine any relationship between competencies and job satisfaction for 277 counselors and 66 psychologists. The competence theory served as the foundation of the study. The quantitative study was a nonexperimental, correlational design using a closed-ended survey. A new, validated Professional Competence Standards Instrument (PCSI) measured both competency as the independent variable and job satisfaction as the dependent variable to assess if competency affected job satisfaction. E-mail lists were utilized to invite a convenience sample to participate. Data analysis included a t test and found that psychologists had higher levels of competency than did counselors; a correlation test found a positive relationship between competence and job satisfaction; a Mann-Whitney U test found that psychologists had higher levels of complaints than did counselors; factorial ANOVAs showed a main effect between experience and ethical complaints, and between competency and job satisfaction for all professionals. Last, a stepwise regression found 4 predictors of job satisfaction: bias awareness, ability, experience, and licensure. Recommendations for future research include studying factors influencing levels of competency among counselors when providing testimony. These findings may assist the counseling profession with a greater understanding of competency in custody matters and improving job satisfaction, resulting in counselors better serving children and families embroiled in conflicted divorce and custody disagreements, and minimizing the negative impact on the mental health of all involved.
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Daniels-Kranz, Devorah. "MINORITY PHYSICIAN JOB SATISFACTION: A CONTENT ANALYSIS OF WRITTEN RESPONSES TO OPEN-ENDED SURVEY QUESTIONS ABOUT PROFESSIONAL A." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3611.
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Few interpersonal and organizational communication studies examine the professional and organizational aspects of career satisfaction among minority physicians. Due to the underrepresenation of minority physicians, most studies resort to comparing aggregate groups of minority physicians in juxtaposition to non-minority physicians. These studies fail to uncover possible communication differences, which originate from cultural dissimilarities between disaggregate racial/ethnic groups. Even fewer studies examine physicians' written communication to open-ended survey questions about career satisfaction/dissatisfaction between disaggregate racial/ethnic minority groups and non-minorities. This study specifically examines written responses to two open-ended survey questions about professional and organizational dissatisfaction and compares responses from disaggregate minority physician and non-minority physicians. Participants were divided into five response-driven categories of race/ethnicity as follows: Asian/Pacific Islander, Black/African American, Indian/Pakistani, Hispanic, and White/Non-Hispanic. The population consists of 1849 members of the medical staff roster of a Southeastern, U.S., not-for-profit hospital group. Primary findings indicate the presence of recurrent themes among disaggregate minority physician racial/ethnic groups' responses. Significant variation exists between responses from disaggregate minority physician racial/ethnic groups and non-minority physicians. Results imply that open-ended methods of data collection are essential to gaining knowledge about ways cultural dissimilarities between disaggregate minority racial/ethnic groups affect communication and satisfaction. Understanding more about cultural dissimilarities is necessary for: improving data collection quality; recruiting and retaining minority physicians; and reducing healthcare disparities among minorities.<br>M.A.<br>Nicholson School of Communication<br>Sciences<br>Communication
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Sunida, Siripak Pantipar Tingsabhat. "Job satisfaction of academic staff in Mahidol University /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd395/4737489.pdf.
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Thomas, Jacky T. "INTRAPSYCHIC PREDICTORS OF PROFESSIONAL QUALITY OF LIFE: MINDFULNESS, EMPATHY, AND EMOTIONAL SEPARATION." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/125.
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A growing literature documents the inherently stressful nature of working with persons who are suffering or traumatized, and the potential for the development of stress disorders among social workers and other helpers. Previous studies of compassion fatigue and burnout have provided important information about professional and workplace variables that might influence risk, but little attention has been given to studying intrapersonal skills/abilities that might reduce risk and/or increase resilience and work satisfaction among helping professionals. This exploratory study asked whether levels of mindfulness, empathy, and emotional separation would influence professional quality of life, including compassion fatigue, burnout, and compassion satisfaction. Surveys consisting of demographic questions and four established scales measuring professional quality of life, mindfulness, empathy, and emotional separation were mailed to a random sample of 400 licensed clinical social workers in Kentucky. Data were collected between Mar. 8, 2008, and May 29, 2008, and included 171 usable surveys, a 42% response rate. Data were analyzed using ordinary least squares multiple regression, analysis of variance tests, and Sobel tests of mediation. Findings show significant, direct associations of higher mindfulness and emotional separation scores with higher compassion satisfaction scores and lower burnout scores. Higher emotional separation was also directly and significantly associated with lower compassion fatigue, and mediation tests suggested an indirect negative relationship between mindfulness and compassion fatigue as well. The personal distress empathy subscale had a significant, direct, negative association with compassion satisfaction, while empathic concern had a significant, direct, positive association. In addition, tests for mediation suggested significant indirect effects of personal distress on all three dependent variables. Results suggest that an increased emphasis on the intentional management of internal emotional states may be as important for clinicians as it is for clients, and that professional training programs should consider how best to teach such skills.
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Miller, Elizabeth M. "Balancing Compassion Satisfaction and Compassion Fatigue| The Professional Quality of Life of Title IX Coordinators." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825128.
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<p> Title IX Coordinators are educational administrators who play a critical role in providing campus environments free of sex discrimination, harassment, and violence. Their work is demanding, highly regulated, and set in an increasingly volatile political context. There is little research on the experiences of these administrators. Utilizing the Professional Quality of Life framework, this qualitative study explored the experiences of 20 Title IX Coordinators to understand their professional quality of life and organizational factors that influence their experiences. Findings revealed participants’ satisfaction was drawn from passion for “the work” and making a positive impact in their communities, and fatigue and burnout were tied to an intense and overwhelming workload. While fatigue can lead to a breaking point, moderating influences, e.g., coping strategies and balancing compassion with neutrality, mitigated negative factors. Institutional resistance and lack of understanding across stakeholders contributed to compassion fatigue, while institutional commitment and supportive interpersonal relationships affirmed the Title IX Coordinator’s experience. Implications include expanding the Title IX Coordinator’s passion for gender equity across the institution, and building institutional capacity to adequately respond to complaints, to benefit both the experience of the Title IX Coordinator and campus communities at large. Recommendations for policy and practice include creating Title IX teams, institutionalizing campus climate surveys, and supervision committed to building supportive working environments. Future research is recommended on how intersecting identities influence the Title IX Coordinator experience, and understanding campus attitudes toward Title IX and other civil-rights based responsibilities among constituent groups.</p><p>
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Reddy, Pulla V. "Job satisfaction of library professional staff." Thesis, 1991. http://hdl.handle.net/2009/4466.
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游欣怡. "Customer satisfaction in the professional construction management." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/22400886078781779368.
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碩士<br>國立交通大學<br>土木工程系所<br>95<br>What professional construction management provides is a kind of technique service. It’s not enough to provide thorough service quality. Cultivating extended relationship with clients is more important. More and more enterprises evaluate performance by customer Satisfaction. Recently most professional construction management references focus on single theme such as service quality satisfaction and performance evaluation. However factors that influence service quality, in addition to visible hardware include invisible factors such as users’ feelings, the scenario, and satisfaction after the event, internal quality and swift accepting.
This research aims at a domestic management actual situation of professional construction management. To do an integrity study first, and then takes 1996 American Customer Satisfaction Index (ACSI) as a model foundation. Using Partial Least Square algorithm as the analytical tool which studies structure model to construct a professional construction management causal model, the author makes the conclusion that the weight estimated by PLS and the score of Measured Variable construct a management matrix diagram and analyze a key factor of influencing professional construction management service quality to improve a service quality and promote a customer satisfaction. Thus, managers could assign resources correctly to promote customer satisfaction.
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Yang, Shih-yun, and 楊詩韻. "Dialysis Nurses Professional Commitment and Job Satisfaction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/cd4597.
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碩士<br>國立中山大學<br>人力資源管理研究所<br>97<br>Purpose.
To explore the relation shop between professional commitment and job satisfaction.
Methods.
A survey of 300 nurses from a medical center in Taiwan was conducted to collect data. The instrument surveyed demographics, working environment, professional commitment, and job satisfaction. Data were analyzed with SPSS 13.0 software.
Results.
The results showed a positive correlation between professional commitment and job satisfaction. Multiple linear regression revealed seven factors that were associated with nurses professional commitment: marital status, age, years of working reasons for enrollment, economic status, and working environment. Factors that could explain the variance of job satisfaction were economic status, working environment, and professional commitment.
Conclusion.
Greater awareness of nurses professional commitment and job satisfaction among nursing administration may indirectly help increase the quality of nursing care in Taiwan.
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吳盈慧. "The study of Professional Commitment and Job Satisfaction of Professional School Counselors." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/40349340261716574175.
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碩士<br>國立彰化師範大學<br>輔導與諮商學系所<br>103<br>The main purpose of this study was to investigate the relationships between Professional teachers’ professional commitment and job satisfaction in Taiwan. This study was to investigate the results between Professional teachers’ professional commitment and job satisfaction with different background variables, like gender of teachers, ages, service years, professional backgrounds, property of schools, school scales and school locations. Furthermore, this study was to investigate how job satisfaction predict teachers’ professional commitment. In the study, a questionnaire survey method is used, and 252 school counselors in public junior high schools from various counties in Taiwan are surveyed and the instruments were “Scale of the Professional School Counselors’ Professional Commitment” and “Scale of the Professional School Counselors’ Job Satisfaction”. The data were analyzed with descriptive statistics, independent samples t test, one-way ANOVA, and simple linear regression. The findings of this study are as follows:
1. Professional school counselors on average showed a middle-high level of professional commitment, and
“professional identity” tops the others in the average scores in the dimension.
2. Professional school counselors on average showed a middle level of job satisfaction, and “professional growth” tops
the others in the average scores in the dimension.
3. Professional school counselors with different ages showed significant difference in levels of professional
commitment, and the elders score higher than the youngers; Junior high school counselors with different service
years showed no apparently significant difference in levels of professional commitment, yet showed no significant
difference among variables such as gender, professional backgrounds, property of schools, school size and school
locations.
4. Professional school counselors with different ages showed significant difference in levels of job satisfaction, and the elders score higher than the youngers; the related departments graduates score higher than the ir-related ones, yet showed no significant difference among variables such as gender, ages, service years, property of schools, school size and school locations.
5. Professional school counselors’ job satisfaction could significantly predict professional commitment.
6. In the end, implications according to the study and suggestions for professional school counselors and future studies were also presented.
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Chia-Yu, Kang, and 康家瑜. "The Relationships between Professional Skill, Psychological Contract, and Job Satisfaction for Information System Professionals." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83881027779841342139.
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碩士<br>國立聯合大學<br>管理碩士學位學程<br>100<br>In a complex and changeable of globalization environment, enterprises in order to maintain competitive advantages, and use of information technology to achieve the goals. However, with information technology develops rapidly, Information System (IS) professionals’ work become challenging and complex, and long-term in a high degree of job changes and environmental pressures. If business managers ignore IS professionals’ psychological state, it results in high turnover phenomenon. In addition, the modern enterprise in order to reduce labor costs and use resources more efficiently, many companies have increased to use for atypical employees. Moreover, IS professional manpower has increased to use of atypical employees in the enterprise gradually.
In the study, IS professionals from which to explore the atypical IS professionals’ situation in Taiwan, and compare with regular employees. Moreover, it discusses the relationship between professional skills, psychological contract and job satisfaction of IS professionals. To understand present situation and development is more for IS professionals. The data was collected through the enterprises’ Information Technology (IT) department of the Science Park in Taiwan and it was selected 250 companies randomly. In the first stage, the questionnaires were delivered by mail and followed up via web survey. A total number of 195 were valid questionnaires for a response rate of 32.97%.
The major findings of our study can be summarized as follows:
1. In the analysis of the professional skills on job satisfaction: IS professionals’ information and technology skill, team communication skill and specific domain knowledge have a signification effect on job satisfaction. But IS professionals’ system development skill, thinking and solving skill haven’t a signification effect on job satisfaction.
2. In the analysis of the professional skills on psychological contract: IS professionals’ information technology skill has a signification effect on transactional contract. IS professionals’ team communication skill and specific domain knowledge have a signification effect on balanced and relational contracts. IS professionals’ thinking and solving skill has a signification effect on relational contract. However, IS professionals’ system development skill hasn’t a signification effect on any psychological contract.
3. In the analysis of the psychological contract on job satisfaction: relational and balanced contracts have a signification effect on job satisfaction. And transactional contract hasn’t a signification effect on job satisfaction.
4. The work position doesn’t moderate the relationship between psychological contract and job satisfaction.
5. IS professionals’ information technology skill through transactional contract that it has an effect on job satisfaction. IS professionals’ team communication skill through balanced contract that it has an effect on job satisfaction.
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LEE, LI-MEI, and 李麗美. "Job Satisfaction and Professional Commitment Among Nurse Aides." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/d5p6vu.
Full textAbstract:
碩士<br>輔仁大學<br>跨專業長期照護碩士學位學程在職專班<br>107<br>Purpose:
The purpose of this study was to investigate the job satisfaction and professional commitment of nurse aides. Furthermore, this study also explored the influence of demographic characteristics, job characteristics and organization characteristics on job satisfaction and professional commitment.
Research Design:
This was a cross-sectional questionnaire study. The study took nurse aides of registered long term care facilities in Yilan County as population, with stratified sampling according to the types of the facilities and genders. 256 participants were enrolled from October to November in 2018.
Result:
The job satisfaction of the nurse aides was moderate level. The factors that affected the job satisfaction included ages, education levels, facility types, hire relations, and salary. The professional commitment of nurse aides was upper middle range. The factors that affected the professional commitment included facility types, hire relations, and salary. The job satisfaction and professional commitment of the nurse aides were highly to middle positive related.
Recommendations:
In the future, we can conduct research to compare the nurse aides of Taiwan and each area, different service types or dispatched nurse aides. In practice, arrange appropriate on-the-job training for the nurse aides, enhance their autonomy, and treat the nurse aides with respect. Encourage the nurse aides to establish the occupational group to protect their right and interest, and improve low job satisfaction and low professional commitment from dispatched workers. Additionally, it is necessary to increase the proportion of licensed nurse aides, and plan a career ladder system in order to attract young work force to enable long term care for sustainable development.
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Yu-XuanLin and 林雨璇. "Effects of Professional Identity and Professional Autonomy on Job Satisfaction of clinical psychologists in hospitals." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/472uvg.
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碩士<br>國立成功大學<br>行為醫學研究所<br>106<br>The objective of this study is to investing the predictive effect of professional identity and professional autonomy on job satisfaction of clinical psychologists in hospitals. There are 295 clinical psychologists agreed to participate in the study. The demographic data and work-related information were collected. Then all participants were asked to complete the professional identity, professional autonomy and job satisfaction scales. Correlation analysis and structural equation modeling (SEM) were conducted to assess the relationships among the data. The results of the study on a prediction model for predicting job satisfaction by self-reported profession identity and profession autonomy. Both profession identity and profession autonomy had positive effects on job satisfaction of clinical psychologists in hospitals, and professional autonomy was the stronger influential factor than profession identity. Hence, strengthening the clinical psychologists self-reported professional autonomy and professional identity may be helpful for increasing their job satisfaction.
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Huang, Liuh-Woan, and 黃綠琬. "A Comparative Study of Job Satisfaction Between Professional and Non-professional Librarians in Public Libraries." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/14820710273906577774.
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碩士<br>淡江大學<br>教育資料科學學系<br>83<br>This study investigated the job satisfaction of professional
and non-professional librarians in public libraries.
Quessionnaire survey method was used. Total 284 questionnaires
to be mailed, 196 effective questionnaires, the return rate is
69%. By using the statistic techniques including t-TEST, K.
Pearson''s Product-moment correlation, Stepwise multiple
regression to analyze data. The result of this study indicated
that: 1.There are significant difference between professional
and non- professional librarians'' job satisfaction in public
libraries, including achievement, recognition and study.
2.Professional and non-professional librarians have the same
most satisfactory dimensions are human relations, working
condition, and supervision. Professional librarians feel the
least satisfactory dimensions are advancement, policies, study;
non-professional librarians are advancement, compensation,
policies. 3.There are significant correlation of job
satifaction of professional librarians, including achievement,
ability, compensation, recognition, working condition,
policies, advancement, and study. Non-professional librarians
are achievement, and human relations. 4.There are line
correlation of job satisfaction of professional librarians,
including achievement, ability, compensation, recognition,
human relations, working condition, policies, advancement, and
study. Non-professional librarians are achievement, and human
relation.
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Loock, Petrus Johannes. "The antecedents of job satisfaction among academic staff." Thesis, 2013. http://hdl.handle.net/10210/8484.
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M.Com. (Industrial Psychology)<br>The study examines the antecedents of job satisfaction, focusing on the influence of co-worker relations (work role fit, co-worker support, supervisor support, norm adherence and self- consciousness), and psychological safety. The primary research objective was to examine the levels of job satisfaction experienced by academics. Respondents from a higher education institution were asked to complete an online survey containing, the Minnesota Job Satisfaction Questionnaire and an extract from the Workplace Characteristics Questionnaire compiled by May, Harter, & Gilson (2004). The results report relatively high levels of job satisfaction for both intrinsic and extrinsic satisfaction. Significant differences in perceived job satisfaction were obtained for age, qualification type and staff classification. Psychological safety and co-worker relations reported a predictive relationship with job satisfaction (intrinsic and extrinsic). Work role fit, co-worker support and supervisor support were positively associated with psychological safety; adherence to co-worker norms and self-consciousness were negatively associated. The mediation analysis revealed that psychological safety mediates the relationship between co-worker relations and job satisfaction. Psychological safety mediates the influence of co-worker relations’ variables (co-worker support and self-consciousness) and intrinsic job satisfaction fully. Work role fit had a strong effect on both intrinsic and extrinsic satisfaction. Psychological safety partially mediated the relationship for both co-worker support and supervisor support, and extrinsic job satisfaction.
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Chang, I. Hsiung, and 張義雄. "The influence of customer satisfaction and professional commitment of counselors in universities on job satisfaction." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/68576370923520328680.
Full textAbstract:
碩士<br>淡江大學<br>教育心理與諮商研究所碩士班<br>99<br>The low fertility (the declining of birthrate) has been brought the difficulties of managing in university and institute of Taiwan in the future. When students confront with the stress of study and emotional difficulties, they usually get help from the counseling unit in university. The Counseling unit is only in university and college and processes part of the administrative affairs. When the counseling unit faces the professional requirement and the other professional requirement, it will encounter choices. Therefore, the main purpose of this research is to explore the analysis of the orientation of customer satisfaction of counselors to the professional commitment, the job satisfaction.
This study has taken the sample of the universities in Northern Taiwan included Ilan county, New Taipei city, Taipei city, Taoyuan county and Hsinchu city and county. After the adjustment of the five experts’ survey, then test facilities, at last resulted three kinds of questionnaire. There are 164 samples recovered in 318 samples. Response rate was 51.6%, and total valid sample was 140, the effective sample rate was 85.37%. This study is quantitative research and using Multiple Regression Analysis, t test, Descriptive Statistics, reliability analysis, validity analysis and the analysis of variance (ANOVA), and factor analysis will be collected data into effective information.
This research has got the following conclusion.
1. There is a significant relationship between counselors’ customer satisfaction oriented and professional commitments. Most of the assumptions of customer satisfaction oriented and professional commitments are true, there is only the cognitive and professional commitments are not significant in the concept of customer priority.
2. The customer satisfaction oriented of counselors has the positive influence to the job satisfaction. This verification provides information about the positive influence of the satisfaction of work environment and the satisfaction of colleagues’ relationship. And the initiative of assist in labor terms also has a positive impact.
3. The professional commitment of counselors has the significant impact on the job satisfaction. The level of job identification also affects the satisfaction of job, working environment, the growth of self and labor terms positively. With this conclusion, hoping that the education administration and university can have the direction and principle on the demands of counselors.
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Wang, Jie-Kai, and 王介楷. "Impact of Professional Commitment and Internship Satisfaction on Career Development." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/07900990895982202978.
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碩士<br>嶺東科技大學<br>國際企業系碩士班<br>103<br>At present, over expansion of private universities lead to higher drop out rates and lower academic standards in Taiwan. Spending years studying for a university degree is no guarantee for future employment. The purpose of this study is to explore how professional commitment and internship satisfaction impact on career development. Purposive sampling questionnaires were issued 500 questionnaires were distributed a total of 430 valid questionnaires,the effective rate was 86%. The data by descriptive statistics, independent sample t test, pearson correlation analysis, Anova analysis & regression analysis. The results indicated that (1)the higher professional commitment & positive working attitude had a higher positive effect on internship satisfaction. (2)the higher Intrinsic and extrinsic internship satisfaction had a higher positive effect on Career Development. (3) the higher professional commitment ＆positive working attitude had a higher positive effect on Career Development. (4) Professional commitment also affected satisfaction through internships satisfaction, so pay more attention to career development. (5) Professional commitment, internship satisfaction and career development will vary depending on the intern's background and have a significant difference.
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Su, Yi-Ju, and 蘇怡如. "Service quality and customer satisfaction in the professional construction management." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/kb3c9a.
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碩士<br>國立交通大學<br>土木工程系所<br>96<br>Professional Construction Management (PCM) is kind of professional and technical service industrial. For those customers who need professional service, it’s difficult to standardize service quality, service procedure and service method.And it’s hard to have objective measurement standard. The research of engineer project management in Taiwan used performance measurement as index. However customer satisfaction is a kind of psychological feeling which comprises expectation before service and perceived after service. American customer satisfaction index model connect customer satisfaction with cause variables and effect variables
As a result, this essay used American Customer Satisfaction Index as the base of satisfaction model and Partial Least Square as methodology tool. And use Gap Model to measure service qualuty.
Questionnaire was designed for official who had authorized the PCM company, included national and private universities, national high school (or vocational school) and county government etc. Satisfaction questionnaire design was base on ACSI institution research report and fifteen items of ACSI examination index. Detail statement for question item in questionnaire was added to make respondent more clear and increase the capability of model.
The capability of satisfaction model was increased by well-design questionnaire. From this customer satisfaction research, PCM company satisfaction score was between 40 to 50 and many service items was fell into first improvement and secondary improvement area. The result was matched with other researcher’s publications. As a result, this essay had provided a suitable satisfaction questionnaire and the way to investigate customer service performance.
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Lin, Yu-hsin, and 林雨欣. "A study on Professional Development and Job Satisfaction of Preschool Teachers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62320958381690827919.
Full textAbstract:
碩士<br>南華大學<br>幼兒教育學系碩士班<br>97<br>The purpose of this study is to investigate the current professional development and job satisfaction of preschool teachers；to examine the correlation between professional development and job satisfaction；and to analyze the influence of teachers’personal background and workspace background variables on difference professional development and job satisfaction.The questionnaire was delivered to 688 teachers in Learning Area of Integrative Activity,and 501 teachers returned the questionnaire and became this study’s sample.The effective rate of retrievals is 72.8%. This study has applied:Personal Background Inventory,Professional Development scale and Job Satisfaction scale as survey tools.The strategies of data analysis used in this study included descriptive statistics,t-test,one-way ANOVA,Scheffe Post-hoc Test,and Pearson’s product-moment correlation.The results of this study showed：
（1）The preschool teachers’ professional development competence was good .
（2）There were significantly differences in teachers’ professional development in terms of the teachers’ age, seniority, educational background of preschool teachers,educational level,qualifications,organization,and class.
（3）The preschool teachers’ job satisfaction was medium .
（4）There were significantly differences in teachers’ job satisfaction in terms of the teachers’ age,seniority,educational background of preschool,educational level, qualifications,organization,and class.
（5）There was significantly positive correlation between professional development and job satisfaction.