Academic literature on the topic 'Satisfaction from school'
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Journal articles on the topic "Satisfaction from school"
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Maietta, Ornella Wanda, and Maria Teresa Gorgitano. "School meals and pupil satisfaction. Evidence from Italian primary schools." Food Policy 62 (July 2016): 41–55. http://dx.doi.org/10.1016/j.foodpol.2016.04.006.
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Roch, Christine H., and Na Sai. "Charter School Teacher Job Satisfaction." Educational Policy 31, no. 7 (2016): 951–91. http://dx.doi.org/10.1177/0895904815625281.
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We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We investigate our research question using data from the School and Staffing Survey. We find that teachers in charter schools are less satisfied with their jobs than teachers in traditional public schools. We also find that teachers in EMO-managed schools appear less satisfied than those in stand-alone charter schools. Our analyses suggest that lower salaries and limited union memberships help drive these lower levels of satisfaction, particularly among stand-alone charter schools and charter schools managed by EMOs.
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Brazil, Noli. "The Determinants of Adolescent Neighborhood Satisfaction: Assessing the Importance of School Satisfaction." City & Community 17, no. 1 (2018): 187–210. http://dx.doi.org/10.1111/cico.12277.
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As traditional neighborhood institutions, public schools can have significant influence on adolescent neighborhood satisfaction. Scholars have argued, however, that various phenomena have detached schools from their local communities, likely lessening their influence on satisfaction levels. Using data on a nationally representative sample of U.S. adolescents, the present study identifies the determinants of adolescent neighborhood satisfaction with a particular focus on the influence of schools. The study finds that school satisfaction influences neighborhood satisfaction above and beyond neighborhood characteristics, individual well–being, and parental influences. The results also indicate that distance between the school and residence, the percent of married families in the local neighborhood, and perceptions of school safety moderate the relationship between school and neighborhood satisfaction. The study also finds that the effects of the neighborhood environment vary by geographic scale, suggesting the need to account for varying definitions of neighborhood rather than relying on a single measure.
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Farinde-Wu, Abiola, and Paul G. Fitchett. "Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction." Urban Education 53, no. 1 (2016): 86–112. http://dx.doi.org/10.1177/0042085916648745.
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Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black female teachers’ have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders.
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Abdulahi, Bahir Adem. "Determinants of Teachers’ Job Satisfaction: School Culture Perspective." Jurnal Humaniora 32, no. 2 (2020): 151. http://dx.doi.org/10.22146/jh.52685.
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The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.
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Wang, Li-Jun, Wen-Chung Wang, Hai-Gen Gu, Pei-Da Zhan, Xin-Xiao Yang, and Julian Barnard. "Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai." Social Behavior and Personality: an international journal 42, no. 1 (2014): 99–113. http://dx.doi.org/10.2224/sbp.2014.42.1.99.
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We investigated the relationships among teacher support, peer conflict resolution, and emotional experiences at school in 2,782 students from 12 secondary schools in Shanghai, China. The results demonstrated that: a) most of the students had positive perceptions of teacher support, effective peer conflict resolution, happiness, and communication satisfaction in school context; b) males used more negative peer conflict resolution strategies than did females; c) in all school experiences, significant differences were found between students in different grade levels; and d) teacher support was found to have a positive influence on student happiness, satisfaction, and peer conflict resolution, and effective peer conflict resolution also had a positive influence on student happiness and satisfaction, but negative emotion was found to reduce happiness and satisfaction.
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Geske, Andrejs, and Antra Ozola. "Teachers’ Job Satisfaction: Findings from TALIS 2013 Study." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 56. http://dx.doi.org/10.17770/sie2015vol2.442.
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<p><em>This paper examines teachers’ satisfaction with their profession and work environment in relation to other environmental factors in schools. Latvian data from the OECD TALIS 2013 study are used in the data analysis. The aim of the study was to find out whether there is any relationship between teacher satisfaction with their work environment and profession and a varietyofvariablescharacterizingschoolsandstudents. The research question is: what are the most important factors associated with teachers' satisfaction with their job at school? Applied research methods are frequency analysis and measures of central tendency. The results of the research reveal that overall Latvian teachers are satisfied with their work environment, and teachers' job satisfaction is most influenced by positive and democratic school culture.</em></p><p class="bodyIRC"> </p>
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Simonsen, Inge-Ernald, and Torbjørn Rundmo. "The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students." Social Psychology of Education 23, no. 6 (2020): 1565–86. http://dx.doi.org/10.1007/s11218-020-09595-7.
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AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.
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Hung, Chih-Lun. "Internal Marketing, Teacher Job Satisfaction, and Effectiveness of Central Taiwan Primary Schools." Social Behavior and Personality: an international journal 40, no. 9 (2012): 1435–50. http://dx.doi.org/10.2224/sbp.2012.40.9.1435.
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In this study the effect of internal marketing on the job satisfaction of primary school teachers and the effectiveness of primary schools was tested. I used structural equation modeling to examine the relationships among internal marketing, job satisfaction, and school effectiveness, and data were collected from 521 teachers in Central Taiwan primary schools. The results showed that both internal marketing and job satisfaction had a direct positive relationship with school effectiveness and job satisfaction had a partial mediating role in the association between internal marketing and school effectiveness. The research implications are that those in charge of primary schools need to emphasize internal marketing strategies and realize, and take into account, the effect of job satisfaction in the relationship between internal marketing strategies of schools and their effectiveness.
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Flores, Jerome, Alejandra Caqueo-Urízar, Guillermo Vega Latorre, Aura Zepeda, Yanira Rivera Bartolo, and Nechelle González Ramírez. "Mental Health and Life Satisfaction in Students from Northern Chile." Revista de Psicopatología y Psicología Clínica 26, no. 2 (2021): 109–20. http://dx.doi.org/10.5944/rppc.28190.
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It is relevant to specifically understand which are the mental health variables that most affect the satisfaction with life in the child and youth population for the optimal design of programs to promote their well-being. The relationship between mental health and life satisfaction is analyzed in a sample of students from 9 to 18 years old in the North of Chile. A correlational cross-sectional study is carried out, using the System of Evaluation of Children and Adolescents (SENA) and the Diener Life Satisfaction Scale (SWLS-C). A total sample of 3455 students is used, divided into primary and secondary schools. Two models of structural equations with good fit are obtained. Depression, self-esteem, and age are maintained in both. In primary school, school problems are added. Meanwhile, in secondary school, family problems and sex are added. The relationship is closer to the latter. The implications are discussed.
Dissertations / Theses on the topic "Satisfaction from school"
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Wagner, Sandra Lee. "Elementary teachers' perspectives of incentives desired from school districts." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/82611.
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The attrition rate of hypothetically able teachers has caused much concern. Job incentives, if valued by teachers, may aid in solving this problem. Teacher-identified incentives might lead to the development of more productive incentive programs than those offered by school districts.
The purpose of this research study was to identify incentives valued by elementary teachers. Characteristics of teachers and values placed on incentives were examined to discover whether relationships exist between them.
The literature revealed that many variables influence the retention of motivated teachers. It is fundamental to an organization's existence to find positive incentives and reduce or eliminate disincentives. Teachers receive their major rewards from classroom accomplishments. intrinsically motivated.
A fixed-response survey was administered to elementary teachers in three schools in different school districts in Virginia. Frequency analysis was used to determine which incentives were most valued. Incentive ranking and demographic characteristics were cross-tabulated to determine if there were any relationship between them. In addition, analysis of variance was used to determine if values placed on incentives vary with pay scales.
The study identified 17 incentives considered very important by a select sample of teachers. Teaching experience was found as a correlate in the selection of incentives. Teaching in a particular school district was found related to the value placed on 25% of the incentives.<br>Ed. D.
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Griffin, Heather Renee. "The Importance of Collaboration Between Parents and School in Special Education: Perceptions From the Field." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/530.
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Each student receiving special education services in the public school system, roughly 6.4 million students, has an Individualized Education Program (IEP) that is mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA dictates that a team of people familiar with the student, including the parents, should create the IEP. Unfortunately, research indicates that many parents believe their participation is not welcome. While only a small percentage of parents may actually be dissatisfied with the IEP process, the cost of dissatisfaction is high, further stretching already limited resources that could be better used in the classroom.
The purpose of this study was to investigate parents’ and school personnel’s beliefs about and experiences with collaborative activities that took place prior to the annual IEP or 504 plan meeting. Participant perceptions and suggestions about improving the special education process were also explored. In-depth interviews were conducted with an assistant principal, a self-contained ESE teacher, a resource ESE teacher, a regular education inclusion teacher, and three parents whose children were receiving special education services. All participants were involved in the special education process at the elementary school level.
The study’s findings indicated that while school personnel perceive that they are providing opportunities for parents to be involved in a collaborative manner, parents do not perceive that a fully open and transparent collaboration exists. The school made an effort to generate a comfortable environment inviting collaboration during formal meetings; however, parents expressed frustration with the more informal aspects of the special education process including initiation of services. Teachers and parents identified similar concerns and frustrations with the IEP process and suggested similar ideas for improvement. Both school personnel and parents identified scarcity of resources within the school, which seemed to create a barrier to open communication and collaboration. Suggestions for improvement included access to outside support and advocacy groups to increase parent understanding of the special education process and facilitate its process. It is concluded that, ultimately, policy makers should become more involved at the classroom level in order to understand the implications of policy change.
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Li, Liqing Crystal, and 李麗青. "Life satisfaction among new arrivals from mainland China in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367977.
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This study examined the perceptions of secondary school students who had recently arrived into Hong Kong from China (New Arrivals). Specifically students’ satisfaction in the following five domains was assessed: self, school, family, living environment and friendship. Scores on these five domains were combined to index global life satisfaction. A total of 113 New Arrivals and 178 local students from 4 purposefully selected secondary schools in Hong Kong completed questionnaires. Local students had significantly higher satisfaction than New Arrivals in the following domains: self, school, and living environment. Length of residence in Hong Kong was significantly and negatively related to global life satisfaction. Further, perceived academic achievement was positively and significantly correlated with global life satisfaction. Implications of the findings are discussed.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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HUANG, CHAO-YANG, and 黃照洋. "High School Students to School’s Satisfaction from System Dynamics." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2rnhm5.
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碩士<br>中華大學<br>科技管理學系<br>107<br>Since 2011, the Ministry of Education has begun the 12-year preparatory phase for the start-up of national basic education and entered the full implementation phase target in 2014,with the proximity rate of 96% per cent. Based on the above policies, the nearby high schools all play their own school characteristics, in order to achieve the goal of enrollment.
The purpose of this study is to explore the factors of school satisfaction among high school students, from the point of view of system dynamics, those factors will affect the school satisfaction of high school students, through the drawing of causality loop diagram to understand the causality between the variables. In this study, three aspects of learning environment satisfaction, learning atmosphere satisfaction and teaching quality were analyzed to analyze the causes of high school satisfaction. When students are satisfied with the school learning Environment, and the school to create a satisfactory environment for students to learn the atmosphere, or the school to improve the quality of teaching, high school students can be higher satisfaction. Through the causal loop diagram and verification instructions of system dynamics, the results show that the important driving factors are: Outsourcing cleaning funds, outsourcing selection criteria, cleaning competition Incentive degree, the frequency of class talent competition during the semester, external donation of book data, book Resources purchase funds, multimedia facilities, teaching enthusiasm, teaching experience, teachers take the initiative to care about the level of students. This study finds feasible policy intervention points from the driving factors, so it puts forward the following suggestions to enhance the satisfaction of high school students with the school: to improve the selection criteria of outsourcers, to improve the incentive for cleaning competitions, to add perfect and overall planning multimedia equipment, to improve teachers active care for students, to listen and understand, to improve teachers enthusiasm in teaching, Increase the organization of book Resources donation activities.
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Tsai, Ying-Ju, and 蔡瑛茹. "The relationship between motivation and satisfaction from junior high school students in Kaohsiung cram school." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/70612203286866823244.
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碩士<br>國立高雄師範大學<br>成人教育研究所<br>100<br>The study aims to explore the relationship between motivation and satisfaction from junior high school students at cram school. The 600 subjects are from junior high school students in Kaohsiung. After receiving 550 questionnaires, 512 valid copies were generated amounting to 85.33% of return rate. By means of independent sample T-test, one-way ANOVA, Pearson correlation coefficient, stepwise regression procedure, following are the results:
1.Regarding motivation, “for advance study” tops the factors followed by “schoolwork demand”, “school deficiency”, “family” and “classmate”.
2.Regarding satisfaction, “ability lift” takes the first place; other factors include “course”, “learning support” and “environment”.
3.Significant difference is found among various graders in terms of motivation.
4.Significant difference varies among size of cram school in terms of motivation.
5.Significant difference occurs among the subjects who owned different experiences at cram school in terms of motivation.
6.Significant difference varies among the subjects who attended cram school at different hours in terms of motivation.
7.With respect to satisfaction, significant difference varies among the subjects who attended various size of cram school.
8.With respect to satisfaction, significant difference occurs among the subjects who owned different experiences at cram school
9.Motivation and satisfaction are positively correlated, while the former can predict the latter effectively.
In conclusion, it is suggested as follows:
1.The demand for advance study and schoolwork from junior high school students shall be considered seriously and arrange proper curriculum with suitable teachers.
2.Improve teaching environment and lift service quality in order to increase satisfaction toward learning support and environment.
3.To design various curriculum for different grade of students with a view to satisfying their demand.
4.The cram school which can accommodate 99 students at most shall provide various curriculums to satisfy market demand as well as boost satisfaction.
5.To establish a databank of experience & hours at cram school so that teachers at cram schools can employ and lift satisfaction.
6.To have regular survey on junior high school students with 5-year experience at cram school, which can help comprehensive satisfaction?
7.To keep up with cognitive level of junior high school students so as to increase satisfaction.
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王瑞安. "Learning Satisfaction from K12 Taiwanese Training –– Elementary School Teachers in Taoyuan County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/48706813527433398111.
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碩士<br>國立臺灣師範大學<br>台灣文化及語言文學研究所<br>100<br>Learning is inseparable from education. The professional knowledge and competence of teachers have a significant effect on students’ learning. Ministry of Education has announced Taiwanese Romanization System in 2006. Elementary school Taiwanese teachers, as the first-line personnel of education, have obtained relevant knowledge and professional competence by attending various workshops and online workshops under the guidance of various county/city governments. Although e-learning has the advantages over space and time, the effectiveness of learners is mainly subject to their learning needs and contents of teaching materials. To solve the problem of lack of Taiwanese teachers, in recent years, Taoyuan County has aggressively promoted relevant workshops. At present, there are two kinds of teachers, current full-time teachers and teachers supporting native language teaching from the Ministry of Education 2688 Project. The main purpose of this study is to investigate the learning satisfaction of elementary school Taiwanese teachers after participating in the K12 e-learning Taiwanese workshops.
The research results showed that, the satisfaction of teachers supporting native language teaching from the Ministry of Education 2688 Project with most aspects is higher than that of current full-time teachers. In general, the satisfaction of female teachers is higher than that of male teachers. The satisfaction of teachers under the age of 30 is higher than those at other ages. As for learning motivation, the satisfaction of those attending workshops for teaching needs is higher, while that of those attending them as assigned by schools is lower. The satisfaction of teachers whose online workshops are scheduled during work hours is higher than that of those whose online workshops are scheduled during non-working hours. The satisfaction of teachers whose online workshops are scheduled during teaching hours is lower.
Based on the results, the following suggestions are proposed:
I. To encourage teachers to aggressively participate in advanced Taiwanese workshops to improve their teaching effectiveness.
1. Administrative aspect: 1) to establish a complete evaluation mechanism and to use multiple assessment methods; 2) to authorize a professional team to manage, promote, and develop teaching; 3) to control the time of workshops and to put learning effectiveness into practice; 4) to combine Taiwanese authentication system to obtain substantial rewards.
2. Course aspect: 1) to strengthen learning software to activate learning; 2) to strengthen interactive interface to deepen learning; 3) to trigger learning interest and to attach importance to motivation to participate in workshops.
3. Learning subject aspect: 1) to establish an incentive mechanism for question raising to increase learning motivation; 2) to update the learning contents timely and to attach importance to the accuracy of knowledge.
4. Learning platform aspect: 1) to stabilize hardware facilities to facilitate the connection between the new and old platforms; 2) to establish a knowledge map and to make knowledge management faultless.
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Hsiang, Liu Yu, and 劉宇翔. "A Research on School Adaptability and Training Satisfaction of Badminton Representative Players from Elementary Schools in Taipei." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5nwhgv.
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碩士<br>臺北市立大學<br>體育學系體育碩士在職專班<br>105<br>Abstract
The main purpose of this research is to discuss the current state of school adaptability and training satisfaction of badminton representative players from elementary schools in Taipei, and further compare the differences upon each factor and scenario. This research adopted questionnaire survey with subjects from academic year 2015, 275 out of 300 portions delivered are valid, which is a 91% effective response rate. The data collected were analyzed through descriptive statistics, independent t-test, one-way ANOVA, RM-ANOVA, LSD (Fisher's Least Significant Difference) and Pearson product-moment correlation through SPSS for Windows 12.0. The results gained are as follows: (1) In aspect of school adaptability, “peers acceptance” scores the highest, followed by “teacher-student interaction” and “school adaptability” while the “learning adaptability” scores the lowest, hence the team players are most comfortable in “peers acceptance.” (2) In aspect of training satisfaction, “individual performance” scores the highest, followed by “coach’s expertise”, “facilities” and “peer relationship” while “training content” scores the lowest. (3) In factor analysis, “peers acceptance”, “teacher-student interaction”, “school adaptability” and “learning adaptability” were all positively related to training satisfaction, that is to say, the greater training satisfaction players are in “individual performance”, “coach’s expertise”, “facilities”, “training content” and “peers relationship”, the greater their school adaptability are.
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Arambewela, Rodney Amarasinghe. "Post-choice satisfaction of international postgraduate students from Asia studying in Victorian universities." 2003. http://eprints.vu.edu.au/342/1/Arambewela.pdf.
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This research examines the relative customer satisfaction or dissatisfaction (CS/D) of international post-graduate students from Asia with the university as a study destination. The investigation is guided by the main research question: Are there differences in the level of customer satisfaction and dissatisfaction between international postgraduate students from Asia studying in Victorian universities? A conceptual model of post-choice satisfaction is developed and tested to support the analysis of four groups of students from China, India, Indonesia and Thailand studying in five universities in Victoria: Deakin University, La Trobe University, Swinburne University of Technology, the University of Melbourne and Victoria University of Technology. The research comprised two interrelated studies: a qualitative investigation, and a quantitative study. The qualitative study included a literature review and an exploratory study, which consisted of focus groups and depth interviews, and the development of the preliminary model of post-choice satisfaction. The analysis of this stage resulted in the identification of 36 variables influencing post-choice satisfaction of students, which were operationalised in a survey questionnaire based on the seminal expectancy disconfirmation paradigm and the SERVQUAL instrument. A final model of post-choice satisfaction was developed following the preliminary analysis of the qualitative data, and tested at the quantitative stage of the study. During this stage, the total variables included in the model were reduced to 26 variables within four composite constructs that were used to measure CS/D supplemented by the testing of eleven hypotheses using multiple techniques. The results showed that there were differences in the level of satisfaction between student groups and universities. In terms of the overall satisfaction, there were significant differences in the number of satisfied students, with students from India recording the lowest satisfaction levels followed by students from Thailand, Indonesia and China. The tests of significance indicated that education standards and facilities (UNISAT1) customer value and study outcomes (UNISAT3), and image, prestige and recognition (UNISAT4), were the most dominant factors in influencing post-choice satisfaction among student groups. Among the classificatory variables, age and semester were the most significant in explaining the variances in the satisfaction levels of students. High student expectations, the strength of student-lecturer relationship, the perceived role of lecturers, university bureaucracy, lack of student friendly policies, passive complaining behaviour and the lack of opportunities for industry experience were among the key findings of the study, which were directly related to the student satisfaction formation process. The thesis makes a contribution to knowledge by developing a conceptual model of post-choice satisfaction, cross national comparison of post-choice decision making behaviour of international postgraduate students, the use of triangulation methodology to ensure rigour in research and particularly the use of ratio scores in addition to weighted average gap scores to measure satisfaction. At a practical level, the major findings of this research provide greater insight into the post-choice decision-making process of postgraduate international students, which would enable Australian universities to devise appropriate strategies to enhance their attractiveness and competitiveness in a highly globalised industry. Several limitations of the research are identified and suggestions for future research including more longitudinal studies to improve the validity of the research and the findings are presented.
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Liao, Ro-yu, and 廖若妤. "Effects of Low Fertility and School Management Strategies on Teacher’s Satisfaction: Evidence From Elementary Schools in Yunlin County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/g98p8r.
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碩士<br>國立虎尾科技大學<br>經營管理研究所在職專班<br>103<br>This study was to investigate the impact on Effects of Low Fertility and School Management Strategies on Teacher’s Satisfaction: Evidence From Elementary Schools in Yunlin County. For reference to teacher job satisfaction such as sex, age, marriage, duties, education background, length of service, and school size were evaluated.
Research survey was conducted for part of elemetary schools in Yunlin County with 406 effctive questionnaires returned. Data analysis and statistical method used including but not limited to mean, standard deviation, t-test, one-way ANOVA, Scheffe multiple comparison method and Regression analysis. The obtained results were listed as below:
1. Obvious differences in perception of management strategies were founded for teachers with variables such as age, duties and length of service.
2. Obvious differences in service satisfaction were founded for teachers with variables such as marriage, age, duties and size of school.
3. Effects of Low Fertility was affected School Management Strategies of elementary schools in Yunlin County.
4. School Management Strategies was affected teacher’s satisfaction indeed.
5. Effects of Low Fertility was affected teacher’s satisfaction indeed.
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LIANG, I.-JEN, and 梁怡仁. "Impact on Organizational Commitment and Job Satisfaction from Acknowledge of Pension Reform: Case Study from Miaoli Primary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ut2c9a.
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碩士<br>育達科技大學<br>休閒事業管理系碩士班<br>107<br>Abstract
The purpose of this research is to evaluate the affectivity on organizational commitment and job satisfaction based on knowledge of pension reform from lecturers in Miaoli primary school. Questionnaire survey was conducted via purposive sampling method, total 265 questionnaires were issued, and 234 ones were recovered with 88.3% recovery. In this study, statistics results were demonstrated through descriptive statistics, Independent sample t test, One-way ANOVA, Pearson correlation analysis, and Regression Analysis by SPSS software. The conclusions obtained in this study are as follow:
1. Knowledge on pension reform, organizational commitment, and job satisfaction will
deviate partially by different background of each lecturer.
2. knowledge of pension reform is found to be partially related to organizational commitment and job satisfaction.
3. Organizational commitment and job satisfaction have partially relationship.
According to the result, an organizational commitment will be more firm by higher degree of communication on pension reform. On the basis of country’s overall financial stability, teachers shall bring their affectivity on government’s endeavor of pension reform. Lecturers shall do their best on allocating the incomes properly to suit government’s policy.
Key words: Change Benefit, Employee Rights, Effort Commitment, Extrinsic Satisfaction
Books on the topic "Satisfaction from school"
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Ruhl-Smith, Connie D. Teacher attitudes toward students: Implications for job satisfaction in a sample of elementary teachers from suburban schools. 1991.
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Jin, Kwon, Henke Robin R, National Center for Education Statistics., and Educational Resources Information Center (U.S.), eds. Teachers on teaching: Results from the Schools and Staffing Survey. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1999.
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Delafield-Butt, Jonathan. The emotional and embodied nature of human understanding: Sharing narratives of meaning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0004.
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This chapter explores the emotional and embodied nature of children’s learning to discover biological principles of social awareness, affective contact, and shared sense-making before school. From mid-gestation, the fetus learns to anticipate the sensory effects of simple, self-generated actions. Actions generate a small ‘story’ that progresses through time, giving meaningful satisfaction on their successful completion. Self-made stories become organized after birth into complex projects requiring greater appreciation of their consequences, which are communicated. They are mediated first by brainstem conscious control made with vital feelings, which motivates a more abstract, cortically mediated cognitive and cultural intelligence in later life. By tracing the development of meaning-making from simple projects of the infant to complex shared projects in early childhood, we appreciate the embodied narrative form of human understanding in healthy affective contact, how it may be disrupted in children with clinical disorders or educational difficulties, and how it responds in joyful projects to an understanding teacher’s support for learning.
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Barrett, Christopher B., and Erin C. Lentz. Food Insecurity. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.438.
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Food plays an essential role in performance and well-being. Apart from its physiological necessity, food is also a source of pleasure. Since both biological needs for food and psychic satisfaction from food vary considerably among and within populations, coming up with precise, operationalizable measures of food security have proved problematic. Furthermore, the concept of food security encompasses not only current nutritional status but also vulnerability to future disruptions in one’s access to adequate and appropriate food. The complexity of the concept of food security has given rise to scores, if not hundreds, of different definitions of the term “food security.” As a result, there have also been variations in thinking about the proximate manifestations and direct and indirect causes and consequences of “food insecurity,” the complement to “food security.” Food security is commonly conceptualized as resting on three pillars that are inherently hierarchical: availability, access, and utilization. Some agencies, such as the United Nations Food and Agriculture Organization (FAO), have added a fourth dimension: stability. Food insecurity is often used interchangeably with the terms “hunger,” “undernutrition,” and “malnutrition.” Threats to food insecurity may be classified as either “covariate” or “idiosyncratic.” Based on these threats, various interventions have been implemented to promote food security by means of increasing availability (improving agricultural productivity), promoting access (economic growth and assistance programs such as food stamps or vouchers, food aid delivery, food banks, school lunch programs), or improving utilization (supplementary feeding programs, therapeutic feeding programs).
Book chapters on the topic "Satisfaction from school"
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Schudel, Kai, and Katharina Maag Merki. "Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_6.
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AbstractSchool improvement research is faced with a school teaching staff, which is not a simple homogeneous entity. The compositional attributes of the teaching staff – such as diversity – can have a crucial influence on school processes. Whether the teaching staff is highly fractured, consists of sharply dissociated subgroups, or has shared beliefs, affects the adoption of school improvement programs differently. However, school improvement research has not yet taken into account what different compositions of the teaching staff mean from a methodological viewpoint. It is true that the use of multilevel analysis is standard in school improvement research and that it considers nested school data. However, this method alone only takes averaged measures of teaching staffs into consideration but not their different compositions. In this contribution, we argue that school improvement research has to consider, theoretically and methodologically, how compositional attributes of the teaching staff can be conceptualized. We first discuss some advancements in the conceptualization of group composition from research on small groups and organizations. We then incorporate suggestions for different diversity typologies from small group research to describe the compositional attributes of the teaching staff. Additionally, we address how the composition of the teaching staff influences each teacher differently, depending on the specific position a teacher has within the teaching staff. We further suggest incorporating the Group Actor-Partner Interdependence Model (GAPIM; Kenny, DA, Garcia RL, Small Group Res 43:468–496, 2012) as a methodological approach for assessing these compositional influences. In addition to classic multilevel analysis, the GAPIM also considers the effects of the other teachers on staff and the similarity and dissimilarity of a teacher to the other members of the teaching staff. Finally, we illustrate the possibilities of the theoretical and methodological endorsements discussed by applying the GAPIM to a data set of 37 German upper secondary schools by way of example. We show that a teacher’s job satisfaction is not only influenced by their individual and collective teacher self-efficacy but also by positional effects: The similarity of a teacher to the other teachers on staff and the similarity among the other members of the teaching staff have additional influences on job satisfaction.
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van Mil, Imke Wies, Olga Popovic Larsen, Karina Mose, and Anne Iversen. "Design with Knowledge—Light in Learning Environments." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_17.
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AbstractA range of artificial lighting characteristics have been found to influence our visual and cognitive capabilities, mood, motivation and/or (social) behaviour—all affecting how we (academically) perform. One such influential characteristic is spatial contrast, or the way light is distributed in space causing a pattern of light and darkness. This study looks at if and how spatial contrast influences pupil behaviour, and specifically their ability to concentrate. We first explored whether variances in pupil noise, physical activity and mood, which have been found to affect concentration, occur when exposed to either a high or a low spatial contrast in their learning environment. Preliminary data from field experiments in a primary school indicates towards decreased noise levels and improved environmental satisfaction when a high spatial contrast condition is present. This implies improved environmental circumstances to concentrate. Further research to confirm this assumption will be undertaken.
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Cismaru, Diana-Maria, Nicoleta Corbu, Valeriu Frunzaru, Cezar Mihai Hâj, and Oana Ştefăniţă. "The Impact of Social Scholarships and of Reserved Places for Graduates from Rural High Schools in Improving Access to Higher Education and Academic Performance." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_4.
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AbstractAlthough the level of tertiary education attainment as a share of the population aged 30 to 34 increased in Romania up to 26.3% in 2017, it is still modest in comparison with the EU average (39.9% in 2017) (Eurostat, 2021). Therefore, while the rate of young people exposed to the risk of poverty and exclusion increased in the last decade in Romania, there is a need to evaluate the support measures for students from disadvantaged categories. The paper presents the results of two impact studies for two public policies, social scholarships and reserved places for graduates from rural high schools. In order to find out to which extent the two public policies fulfil their aims in supporting students from vulnerable social categories to graduate higher education, a mix of quantitative and qualitative methods has been used. The quantitative analysis used data extracted from two national databases for higher education and data collected by a survey to which about half of the Romanian universities responded. The data for qualitative analysis were collected by face-to-face interviews (with professors in management positions and students beneficiary of the two policies) from eight universities with different profiles, located in five regions of Romania. The results of the quantitative analysis revealed that the social scholarships policy fulfils its objectives of improving academic performance and increasing the chances of graduation for beneficiaries. The results of the qualitative analysis revealed a high level of satisfaction of beneficiaries with both policies and a positive evaluation of both policies by the management of universities.
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Planells-Artigot, Enrique, and Santiago Moll-Lopez. "Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_32.
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Abstract Global Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.
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Rhinesmith, Evan. "A review of the research on parent satisfaction in private school choice programs." In School Choice: Separating Fact from Fiction. Routledge, 2020. http://dx.doi.org/10.4324/9780429020414-7.
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Kaushal, Vikrant, and Nurmahmud Ali. "A Structural Evaluation of University Brand Equity Dimensions: Evidence from Private Indian University." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch018.
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The purpose of this article is to employ brand equity concepts to higher education. In doing so, the effects of certain dimensions, namely: university image, perceived quality, perceived value, and student satisfaction, on student loyalty are examined. A survey of 438 students enrolled in various programs was conducted on a large private university in north Indian state of Punjab. To arrive at an acceptable model, structural equation modelling was used and various hypotheses were tested. In the sampled data it was found that unlike theoretical indications, perceived quality was not found to be influencing student loyalty, moreover satisfaction only showed diminutive impact. However, perceived value emerged as the most important dimension in affecting students' loyalty behaviour. The study also highlights vital implications, limitations and scope of further studies.
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Brandmo, Christian, and Dijana Tiplic. "Nyutdannede læreres opplevelse av læreryrket." In Hva kan vi lære av TALIS 2018? Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.123.ch6.
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Beginning teachers’ job perceptions Over the last decade, the lack of qualified teachers in schools has been the subject of both research and political debate in many countries. In this study, we have investigated the factors that predict beginning teachers’ perceptions of job satisfaction, stress, and thoughts about quitting the job. The sample consisted of a total of 597 beginning teachers (65% women) from Norway. The results show that women experience higher job satisfaction and more stress at work than men do. The beginning teachers who said teaching was their first choice of career reported higher satisfaction with the profession and had fewer thoughts about quitting. Furthermore, the results show that beginning teachers are more satisfied than their more experienced colleagues with the profession and their school, a trend that was also reported by TALIS 2013. When it comes to beginning teachers’ own competence, the results show that self-efficacy in classroom management is significantly related to both higher satisfaction with their school and less stress. Regarding organizational factors, the findings show that commitment to and support from the school organisation are significantly related to higher satisfaction with the workplace. The study has several implications for school leaders and decision makers.
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Borasi, Raffaella, Eric Fredericksen, and Dave Miller. "From 0 to 60." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch004.
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This chapter reports findings from the case study of a school of education that had not previously engaged in online education and within two years was able to offer a total of 61 online courses (ranging from hybrid to fully online) as part of its existing programs, with high student and faculty satisfaction as well as limited upfront investments. With the goal of informing academic leaders planning similar online initiatives, the chapter examines how this start-up was realized, with a focus on how the school secured quality online instructors, other key resources and infrastructures, student and faculty buy-in, consistent policies and expectations about online courses, as well as how decisions were made about the specific courses to be offered online. This study was informed by entrepreneurship as a theoretical lens to study innovations.
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Tiplic, Dijana, and Eyvind Elstad. "Forhold ved skolen som påvirker skolelederens tilfredshet med jobben." In Hva kan vi lære av TALIS 2018? Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.123.ch2.
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School aspects that influence the principals’ job-satisfaction This article aims to analyze how different school relations can influence principals’ job satisfaction. Our analysis is based on TALIS survey data from 162 Norwegian principals. We have used Structural Equation Modelling (SEM) to analyze statistical relations between several potential explaining variables and principals’ professional and individual job satisfaction. The main findings show that innovation support and stress are statistically related to principals’ job satisfaction with school. On the other hand, principals’ teaching support is not related to their job satisfaction with school. In addition, principals’ perception of stress is negatively related to several positively charged characteristics of school as an organization (innovation support, teaching support, and job satisfaction with school). Possible interpretations of the findings are that innovation support contributes to job satisfaction with school but that stress can be perceived as an inhibitory factor in principals’ work. This article focuses on stress that involves a work overload from following up on teachers’ professional development, having too much administrative work, as well as having extra work due to staff absence. This stress is primarily related to a connection between principals’ working capacity and their ambitions to execute their leadership goals. Implications for practice and further research are discussed.
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Ghansah, Benjamin, Juliana Serwaa Andoh, Patrick Gbagonah, and Joy Nana Okogun-Odompley. "The Determinant of Student Satisfaction in Academic and Administrative Services in Private Universities." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch068.
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Students are the primary stakeholders of the university, so the article evaluated the factors that influence student satisfaction in the university. The study employed descriptive statistics and one sample t-test was used to analyse the data. Reliability test was also done using Cronbach's Alpha and Kaiser-Meyer-Olkin Measure (KMO) of Sampling Adequacy and Bartlett's Test of Sphericity. A quantitative sample of 1,750 students was drawn from seven (7) selected universities in Tema, Ghana and two hundred and fifty (250) questionnaires were distributed to each university. The findings highlighted various levels of satisfaction. It was observed that all the factors such as classroom environment, textbook and tuition fees, student support facilities, business procedures, relationship with teaching staff, knowledgeable and responsive faculty, staff helpfulness, feedback, and class sizes drives student satisfaction. The paper attempts to develop insights into dimension of student satisfaction in academic and administrative services in private universities in the Tema metropolis.
Conference papers on the topic "Satisfaction from school"
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PETRE (STAN), Cornelia, Loredana Elena COMĂNESCU, and Nicușor DIACONU. "MANAGEMENT FROM AN EDUCATIONAL PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.09.
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Authentic educational management supports and stimulates, by all possible means, the process of organization and functioning of educational organizations, in their essence, referring to the content, structure, process, which naturally involves the decentralization of educational management, of all its hierarchical structures, the efficient applicability of methods, techniques and tools, as well as the approach of modern managerial practices. These involve the organization of educational structures, the promotion of school autonomy with all its advantages, together with the positive effects arising from these actions of major importance, which work together to ensure access conditions and school success- a fundamental objective of educational management, from the whole system to the school level. The general managerial objectives at the level of both global and local educational system, of the school itself, correlate, one by one, with the new orientations and realities appropriate to a democratic and open society, with the directions of the education reform. They are organically linked to the value system and express the perspective of the development of education, values that ensure socio-human progress. The objectives of the paper are the analysis of educational management and its impact on schools and the identification of appropriate managerial procedures in order to increase educational performance. The research include the ways in which the quality of the managerial act contribute to improving the satisfaction of the direct beneficiaries of the instructive-educational process, regarding the acquisition of new skills. These beneficiaries are students.
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Yildirim, Ozen, and Safiye Bilican Demir. "TEACHER AND SCHOOL FACTORS ON TEACHER’S JOB SATISFACTION FOR SPAIN AND FINLAND: EVIDENCES FROM TALIS 2013." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1809.
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Rahmandani, Amalia, and Yohanis Franz La Kahija. "Forgiveness, Hope, and Satisfaction With Life Among Senior High School Students Viewed From Family-related Characteristics in Indonesia." In Annual International Conference on Social Sciences and Humanities (AICOSH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200728.040.
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Li, Fang. "A Study of College English Learners’ Satisfaction Degree: from the perspective of College English and High School English Connections." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.119.
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Febrianti, Selvia, Didik Gunawan Tamtomo, and Uki Retno Bbudihastuti. "THE Effects of Traditional Care and Biopsychosocial Determinants on the Risk of Postpartum Depression: Evidence from Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.86.
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ABSTRACT Background: Previous studies expected that postpartum depression may occur from multiple hormonal–biological, psychological, familial, social, and cultural factors. The purpose of this study was to examine the effects of traditional care and biopsychosocial determinants on the risk of postpartum depression. Subjects and Method: A cross sectional study was carried out at 25 birth delivery services in Sleman, Yogyakarta, from August to September 2019. A sample of 200 postpartum mothers was selected by multistage random sampling. The dependent variable was postpartum depression. The independent variables were sectio cesarean complication during labor, age, traditional birth delivery, education, family income, parity, unwanted pregnancy, and marriage satisfaction. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: The risk of postpartum depression increased with sectio cesarean (b= 2.54; 95% CI= 1.40 to 3.67; p<0.001), complication during labor (b= 3.13; 95% CI= 2.03 to 4.22; p<0.001), and age ≥35 years old (b= 0.67; 95% CI= -0.26 to 1.62; p= 0.160). The risk of postpartum depression decreased with traditional birth delivery (b= -0.99; 95% CI= -1.93 to -0.05; p=0.037), education ≥Senior high school (b= -1.75; 95% CI= -3.13 to -0.38; p= 0.012), family income ≥Rp 1,701,000 (b= -3.14; 95% CI= -4.38 to -1.90; p<0.001), multiparous (b= -1.14; 95% CI= -2.14 to -0.14; p= 0.024), wanted pregnancy (b= -2.39; 95% CI= -3.78 to -0.99; p=0.001), and marriage satisfaction (b= -1.18; 95% CI= -2.15 to -0.20; p= 0.018). Conclusion: The risk of postpartum depression increases with section cesarean, complication during labor, and age ≥35 years old. The risk of postpartum depression decreases with traditional birth delivery, education ≥Senior high school, family income ≥Rp 1,701,000, multiparous, wanted pregnancy, and marriage satisfaction. Keywords: postpartum depression, biopsychosocial, traditional birth delivery care Correspondence: Selvia Febrianti. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta, Central Java, Indonesia. Email: selvia.febri11@gmail.com. Mobile: +628115939211 DOI: https://doi.org/10.26911/the7thicph.03.86
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Lisimberti, Cristina, and Katia Montalbetti. "Alternanza scuola-lavoro (work-based learning) as a resource for higher education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9352.
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In Italy, Law no. 107/2015 made obligatory for all second grade secondary school students to spend a certain number of hours on alternanza scuola-lavoro activities (work-based learning). For Italian schools this opened up new horizons as well as new challenges on multiple levels: organisational, didactic and educational. Anyway Legal provisions and scientific evidence are in fact not sufficient to guarantee quality because school and work contexts are systems guided by different motivations, models and mechanisms. “Tailoring” and “co-designing” are the main characteristics of alternanza programmes offered by Università Cattolica del Sacro Cuore; to investigate the quality of these experiences a survey has been launched. Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation issue in particular. Beyond the experience itself, universities should consider alternanza a major topic for consideration, since it enhances their fundamental activities: research, education and the third mission; accommodating students on alternanza programmes is therefore a means of responding to local needs but also an opportunity to consolidate university development strategies.
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Lai, Pei-Dong, and Yun Xiao. "Analysis of the causes of employment satisfaction of fresh graduates from colleges and universities --- Mediating variables based on school employment services." In 2021 17th International Conference on Computational Intelligence and Security (CIS). IEEE, 2021. http://dx.doi.org/10.1109/cis54983.2021.00124.
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Leow, Zhen Zhen, Jason Chui, and Cally Ng. "MOHICANS: Mobile Learning Teaching Model for Next Gen Learners." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9193.
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The proliferation of mobile devices among especially the younger (aka Next Gen) learners has led to a change in expectations when it comes to learning. These learners prefer to learn "on-the-go" and to have the learning contents at their fingertips. However, design strategies for mobile learning are still in nascent development stages. This research builds on existing literature in the field of mobile learning pedagogy to propose a novel teaching model for mobile learning which instructors can use to design their own courses.The research is conducted on 120 identified learners from 2 faculties, School of IT and School of Health Sciences who were undertaking their respective core modules. The participating instructors designed and implemented mobile learning packages in accordance with the proposed teaching model. The authors collected feedback from learners via survey questionnaires on a four-point Likert scale to measure the level of learners’ satisfaction with the mobile learning packages. The authors also examined the module learning outcomes to gauge the level of instructors' satisfaction as well as the competency levels achieved by the learners. Both qualitative data and sentiments collected from survey and classroom observations have been encouraging, showing that the teaching model proposed is effective.
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.
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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Tordera, Nuria, Empar Martínez, Inmaculada Silla, Hèctor Salvo, and Francesc Raga. "Una experiencia de aprendizaje servicio interciclo: Relaciones interorganizacionales y orientación de carrera." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13663.
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This service learning collaboration combines community service with academic learning. With that purpose, a collaboration network was created between the University of Valencia and Escola Gavina, a preschool, primary and secondary school. The objective was twofold, first, it attempts to give postgraduate students the opportunity to carry out a diagnostic of the inter-organizational relations of Escola Gavina. This objective is pursued through collaboration between different entities, which is one of the basis of service learning. Inter-organizational relationships are crucial in today’s society, they are becoming more frequent, and allow some organizations to achieve objectives that would not otherwise be possible. Second, it allows to provide academic and professional orientation to students of secondary school, while stimulating the development of linguistic competences, autonomy, and social interaction. Twenty students from the master's degree and twenty-seven from secondary school participated in the study. The learning process, their self-perceived competence acquisition, and their degree of satisfaction were assessed. In general, the results showed that this collaboration between students from different educational cicles achieved the intendeed objectives.
Reports on the topic "Satisfaction from school"
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.
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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Connor, Helene, and Leo Buccahan. Leadership Through Peer Mediation. Unitec ePress, 2017. http://dx.doi.org/10.34074/rsrp.metro12017.
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This report presents the findings of preliminary research into the perceptions of overall stakeholder satisfaction of eight Auckland secondary schools of the Leadership through Peer Mediation (LtPM) programme, a core programme of the Foundation for Peace Studies Aotearoa New Zealand (the Peace Foundation). The research was commissioned by the Peace Foundation with funding assistance from the Metro ITP Voucher Scheme, and was conducted in the second half of 2015. A core aim of the LtPM programme is to empower students as ‘ambassadors of social justice’. The programme trains students in the mediation processes and leadership skills needed to assist peers to resolve personal conflicts in a peaceful manner.
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Preferred incentives for improving community health worker satisfaction and retention in Bangladesh. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1052.
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Community health workers (CHWs) are critical actors within community health systems, providing a range of reproductive, maternal, child, and primary health information, counseling, and services. To better understand factors that influence CHWs’ work motivation and satisfaction in Bangladesh, the Frontline Health project, implemented with collaborators from Johns Hopkins Bloomberg School of Public Health, and supported by the government of Bangladesh’s Directorate General of Health Services and the Directorate General of Family Planning, conducted a discrete choice experiment (DCE) study. This brief presents key qualitative findings from the DCE study in Bangladesh and implications for program and policy stakeholders.