Relevant bibliographies by topics / Training and education satisfaction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Training and education satisfaction'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Training and education satisfaction"

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Ronrong, Hasnawaty, Abdul Rahman Mus, and Ratna Dewi. "The Effect of Education and Training, Motivation and Discipline on Job Satisfaction and Performance of Makassar Industrial Training Center Alumni." International Journal of Research and Review 9, no. 5 (May 25, 2022): 194–214. http://dx.doi.org/10.52403/ijrr.20220527.

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Research objectives (1) To knowing and analyzing the effect of education and training on job satisfaction of Makassar Industrial Training Center alumni(2) For knowing and analyzing the influence of motivation on job satisfaction of Makassar Industrial Training Center alumni(3) For knowing and analyzing the influence of discipline on job satisfaction of Makassar Industrial Education and Training Center alumni(4) For knowing and analyzing the effect of education and training on the performance of Makassar Industrial Education and Training Center alumni (5) To determine and analyze the influence of motivation on the performance of Makassar Industrial Education and Training Center alumni(6) For knowing and analyzing the influence of discipline on the performance of Makassar Industrial Training Center alumni (7) To find out and analyze the effect of job satisfaction on the Makassar Industrial Education and Training Center alumni performance (8) To find out and analyze the influence of education and training on alumni performance through job satisfaction of Industrial Education and Training Center alumni Makassar (9) To determine and analyze the effect of motivation on employee performance through job satisfaction of Makassar Industrial Training Center alumni (10) To determine and analyze the effect of discipline on employee performance through job satisfaction of BDI Makassar alumni This study uses a quantitative approach using a survey method with a total sample of 134 respondents. The study was conducted from September to December 2021. The data were analyzed using Structural Equation Modeling (SEM) with the help of Amos Version 18.0. And SPSS Version 22.0 The results of this study indicate that: (1)Education and training have a positive and significant effect on job satisfaction (2) Work motivation has a positive and significant effect on job satisfaction (3) Discipline has a positive and significant effect on job satisfaction (4) Education and training has a positive and significant effect on performance (5) Work motivation positive and significant effect on performance (6) Discipline has a positive and significant effect on performance (7) Job satisfaction has a positive and significant effect on performance (8) Indirectly education and training have a positive and insignificant effect on performance through job satisfaction (9) Indirectly, work motivation has a positive and insignificant effect on performance through job satisfaction (10) Indirectly, discipline has a positive and insignificant effect on performance through job satisfaction. Keywords: Education, training, motivation, discipline, job satisfaction, performance.
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Carr, W. David, Elizabeth Swann, and Bruce B. Frey. "Satisfaction and Importance Factors in Athletic Training Education." Athletic Training Education Journal 4, no. 3 (July 1, 2009): 104–8. http://dx.doi.org/10.4085/1947-380x-4.3.104.

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Objective: To examine various institution and student demographics and the ratings of Satisfaction (SAT) and Importance (IMP) for several programmatic variables within Athletic Training Education Programs (ATEPs). Design and Setting: A survey of SAT and IMP ratings of programmatic variables conducted with accredited, entry-level ATEPs. Subjects: Students enrolled in their final semester/term. Measurements: Students' SAT and IMP was measured by asking students to rate, on a 10-point Likert scale, seven programmatic factors. Various institution/program (state versus private affiliation, athletic division, Carnegie classification, and university enrollment) and student (age, gender, self-reported grade point average) demographic data were collected. Results: The sample consisted of 403 students from 99 institutions. Total SAT and IMP was computed by calculating the mean score across all seven factors. An analysis of variance showed a significant difference (F2,275 = 4.25, P = .01) for SAT within Carnegie classification with master's institution students more satisfied than doctoral institution students. A repeated measures analysis found significant differences (F6,292 = 34.77, P < .001) between SAT factors with students more satisfied with instructor availability than the other factors A repeated measures analysis found significant differences (F6,292 = 53.64, P < .001) between IMP factors with the quality of instruction in the major and quality of clinical experiences rated higher than the other factors Conclusions: Our results revealed that the type of institution has a greater effect upon student ratings of SAT and IMP than the student characteristics themselves.
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Jeremiah, Andrew, Abraham (Braam) Rust, and Jeffrey Martin. "Prognosticating job satisfaction and morale determinants of public Technical Vocational Education and Training (TVET) educators." Problems and Perspectives in Management 17, no. 3 (September 6, 2019): 350–61. http://dx.doi.org/10.21511/ppm.17(3).2019.28.

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Rewards are a function of job satisfaction and morale. As a result, it is generally accepted that dissatisfaction with intrinsic and extrinsic rewards offered by the employer results in employee reduced job satisfaction and morale. This paper endeavors to contribute to an understanding of the effect of extrinsic and intrinsic rewards on the job satisfaction and resultant morale of employees in an organization. The paper focuses on a case study organization that adds value in the South African context. The paper reviews theoretical and empirical rewards literature and their relationship with the job satisfaction and morale of employees (n = 265). A quantitative research design approach which is rarely used in this type of research was adopted. A self-administered Job Descriptive Index (JDI) was utilized in collecting data. The JDI measures people’s satisfaction with five (5) different aspects of the job, which are detailed in this paper. Data were processed using Software Package for Social Sciences (SPSS) version 23. The study revealed that both extrinsic and intrinsic rewards significantly influenced the job satisfaction and morale of public TVET educators in Western Cape public TVET institutions. Besides extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself, supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were found to be also instrumental in enhancing the job satisfaction and morale of educators.
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Holiawati, Holiawati. "Effect of Skills, Capabilities, Education and Training on Accounting Information System User Satisfaction." EAJ (ECONOMICS AND ACCOUNTING JOURNAL) 2, no. 1 (April 4, 2019): 35. http://dx.doi.org/10.32493/eaj.v2i1.y2019.p35-41.

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This study aims to examine the effect of skills, abilities, education and training on the satisfaction of users of accounting information. The research method uses quantitative methods. The sample in this study were UNPAM students who worked as accounting and had received education and accounting information system training and training. The results of this study are the influence of skills on the satisfaction of users of accounting information, there is an influence on the ability of users of accounting information satisfaction and there is no influence of education and training on the satisfaction of users of accounting information.
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Sari, Kencana, Mukneri Mukhtar, and Yetti Supriyati. "EVALUATION OF EDUCATION IMPLEMENTATION OF TRAINING PIM III IN AGENCY OF HUMAN RESOURCE DEVELOPMENT." IJHCM (International Journal of Human Capital Management) 1, no. 02 (December 1, 2017): 95–100. http://dx.doi.org/10.21009/ijhcm.01.02.11.

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This study is a qualitative research aims to find out how the implementation of leadership level III training at Human Resources Development Board of Province of South Sumatera based on: (1) participant's satisfaction covers: participant's satisfaction to widyaiswara or resource person, participant's satisfaction to organizer committee service, participant's satisfaction on training materials, participant's satisfaction on training schedule, Participants on training facilities and infrastructure, and participant's satisfaction with the training consumption; (2) learning activities include: participant activity in learning process, widyaiswara activity or resource in learning process, and organizer activity of organizer in learning process; (3) changes in the behavior of alumni after returning to their respective duties, including: behavioral changes in implementing management functions, behavior change in task delegation, behavior change in coordination, and behavior change in decision making; (4) Impact of change in employment behavior of alumni to improve agency performance; and (5) Impact of change in work behavior of alumni to improve service quality of institution. Keywords: Evaluation, Educational, Training and Leaderships.
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Sari, Kencana, Mukneri Mukhtar, and Yetti Supriyati. "EVALUATION OF EDUCATION IMPLEMENTATION OF TRAINING PIM III IN AGENCY OF HUMAN RESOURCE DEVELOPMENT." IJHCM (International Journal of Human Capital Management) 1, no. 02 (December 1, 2017): 95–100. http://dx.doi.org/10.21009/ijhcm.012.11.

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This study is a qualitative research aims to find out how the implementation of leadership level III training at Human Resources Development Board of Province of South Sumatera based on: (1) participant's satisfaction covers: participant's satisfaction to widyaiswara or resource person, participant's satisfaction to organizer committee service, participant's satisfaction on training materials, participant's satisfaction on training schedule, Participants on training facilities and infrastructure, and participant's satisfaction with the training consumption; (2) learning activities include: participant activity in learning process, widyaiswara activity or resource in learning process, and organizer activity of organizer in learning process; (3) changes in the behavior of alumni after returning to their respective duties, including: behavioral changes in implementing management functions, behavior change in task delegation, behavior change in coordination, and behavior change in decision making; (4) Impact of change in employment behavior of alumni to improve agency performance; and (5) Impact of change in work behavior of alumni to improve service quality of institution. Keywords: Evaluation, Educational, Training and Leaderships.
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Sankar, Jayendira P., V. E. Kesavan, R. Kalaichelvi, Mufleh Salem M. Alqahtani, May Abdulaziz Abumelha, and Jeena Ann John. "Factors Influencing Employee Satisfaction of Educational Institutions." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 327–36. http://dx.doi.org/10.9756/int-jecse/v13i2.211069.

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Generally speaking, education plays a potential role in shaping the economy. Like other organizations and education, employee development initiatives play a vital role in employee satisfaction. Therefore, this paper aims to study the influence of employee development on employee satisfaction in the education sector. Employee development is attached to empowerment, motivation, and training as independent variables. The data collected from 261 sample respondents from the education institutions of the Kingdom of Saudi Arabia. To prove the construct's hypothesis, SmartPLS 3.3.2 was utilized to analyze the measurement model and the structural model. Therefore, the study utilized the combinative PLS method that fulfills the characteristics of the model. Empowerment, motivation, and training were found to be conducive to employee satisfaction. Employee development (empowerment, motivation, and training) measures on employee satisfaction can help decision-makers emphasize their actions. The findings revealed that employee development positively influences employee satisfaction and commitment among employees in the education sector.
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Lavenburg, Philip, and Frank M. Bernt. "Training and Supporting Hospice Volunteers." American Journal of Hospice and Palliative Medicine® 29, no. 5 (October 13, 2011): 355–61. http://dx.doi.org/10.1177/1049909111423527.

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We surveyed volunteers from 8 hospices in the Delaware Valley regarding training, perceived needs, and role satisfaction. Results were consistent with previous studies: satisfaction with preservice training and with volunteering was very high; respondents reported feeling very prepared and confident about doing hospice work as a result of their volunteer training. In addition, longer volunteer preservice training was associated with higher levels of overall satisfaction with training; levels of volunteer satisfaction and fulfillment tended to be lower during the first year of volunteering; and participation in volunteer support teams was associated with finding volunteer work rewarding and with feeling a part of the hospice team. Implications for preservice training and ongoing support and education of hospice volunteers are discussed.
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Schumm, Walter R., David E. Turek, Kenneth D. Jones, and Albert “Barry” Carlton. "Comparing Learning Environments in U.S. Military Officer Education: A Brief Replication." Psychological Reports 95, no. 2 (October 2004): 604–8. http://dx.doi.org/10.2466/pr0.95.2.604-608.

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A 2003 comparative study on learning environments at two military officer training sites was replicated using different methodology. Satisfaction with learning environment and with administrative inprocessing was higher at Fort Leavenworth than at Fort Dix. Most students expressed a preference for Fort Leavenworth. Satisfaction with institutional support and educational facilities appears to influence perceived satisfaction with a learning environment and with preference for training sites among senior military officers.
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Abdelgwad, Mervat Azmi Zaki. "Satisfaction of female students at the college of education with distance field training in light of some demographic variables." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3638–48. http://dx.doi.org/10.18844/cjes.v17i10.7812.

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The purpose of this research is to identify female students’ satisfaction level with distance field training at the College of Education in light of some of the demographic variables. A questionnaire on students' satisfaction with distance field training was applied to a sample of 102 female students (mean age = 20.029, SD = 0.813). Data were analysed by mean, standard deviations, frequencies and percentages; and t-test was used for differences between independent samples. The research findings revealed that the degree of satisfaction of the female students with distance field training was high. Besides, there were also no differences in their satisfaction level due to the academic specialisation (special education–kindergarten) and the academic average (high, medium and low), while there were significant differences due to the academic level variables (seventh–eighth), in favour of the eighth level. The research results were discussed in light of the previous related literature and further research suggestions were provided to researchers and stakeholders. Keywords: Demographic variables, distance field training, College of Education, satisfaction.
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Dissertations / Theses on the topic "Training and education satisfaction"

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Morgan, Pamela Cope Wircenski Jerry L. "Adult learner satisfaction with web-based non-credit workforce training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3937.

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Schmidt, Klaus. "A comparative study of traditional dual vocational training programs and non-company based training programs on educational achievement, economic outcomes, job satisfaction, and training satisfaction /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841332.

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Pender, Sarah. "Perceived Job Functions, Satisfaction, and Training Needs of Human Service Workers." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3065.

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The purpose of this study was to obtain information about human service workers: who they are, (demographics), how satisfied they are (job satisfaction), and what they do (job functions). This information is intended to assist educators in improving paraprofessional training programs. The Human Service Worker Inventory was developed and disseminated to the experimentally accessible population, human service workers from all appropriate human services agencies (N = 13) in the Placerville area of ElDorado County, California. Research questions focused on the demographics, job satisfaction, and job functions of paraprofessional workers within these agencies. Data from the 136 returned Inventories were analyzed, and produced the following statistically significant results: Chi-square test of goodness-of-fit indicated a predominance of female human service workers. Chi-square test of independence indicated that private agency respondents both had a lower educational level and performed six referralrelated job functions less often; public agency respondents had more work experience; non-profit respondents performed more ·group counseling. Two analyses of variance (ANOVA) also provided significant results: higher job satisfaction of non-profit agency respondents and a difference in the pattern of responses to job functions. A multiple linear regression indicated that a significant positive correlation existed.
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Lane, Cathie Anne Clinical School St George Hospital Faculty of Medicine UNSW. "Optimising Australian postgraduate medical education and training in nephrology." Awarded by:University of New South Wales. Clinical School - St George Hospital, 2009. http://handle.unsw.edu.au/1959.4/44662.

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The optimal manner in which to train nephrologists has not been studied. The objectives of this research were to determine:- 1. The educational and historical basis underpinning the Australian nephrology training program. 2. The drivers surrounding a career choice in nephrology. 3. What constitutes an ???ideal??? nephrologist and how nephrologists spend their work time, thereby identifying skills and attributes to be fostered in training. 4. Impediments to training, including examination of the available workforce. Five sub studies were undertaken, utilising a combined quantitative and qualitative approach (mixed methods): 1) A national Basic Physician Trainee (BPT) questionnaire, 2) a national nephrology workforce study, and in-depth interviews of: 3) nephrology patients, 4) nephrology trainees and 5) practicing nephrologists. New findings arising from this research reveal: doctors choose nephrology as a career if exposed to the specialty in a positive manner with good role models, however, there are a range of modifiable factors that make nephrology unattractive to many BPTs; workload is high, impacting negatively on training and trainee recruitment; Nephrologists spend most time in the management of dialysis and transplant patients but have a range of other roles in day to day practice, essential information to develop a competency based training program; availability of nephrologists for training is suboptimal and will likely worsen; Patients and doctors apply and weight parameters differently when defining an ???ideal nephrologist???. Both groups believed that specialist knowledge remains an essential requirement but patients focused more on good communication skills. This research provides evidence that the training program should incorporate training in advanced communication and basic research skills and promotion of an holistic approach to patient care. There is no formal alignment of training with assessment. Trainees and nephrologists believe that feedback is critical to learning, yet the assessment process is not underpinned by sound educational principles. This can be rectified using the findings of this research in conjunction with curriculum development and performance assessment. This research should provide an approach to the examination of training that is applicable to many internal medicine specialties. Importantly, nephrology training can now be improved with sound educational principles, underpinned by the findings of this research.
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Morgan, Pamela Cope. "Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3937/.

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Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.
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Herzog, Valerie W. "The effect of student satisfaction on freshman retention in undergraduate athletic training education programs." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=484.

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Jones, M. Anita. "A Study of Satisfaction With Online Learning in Workplace Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2158.

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The American workplace and American culture have rapidly transitioned to online learning and are now more dependent on technology. Yet, in spite of a multitude of studies that explored online learning, it has not been established whether managers are satisfied with application of technology to training. The purpose of this study was to examine receptiveness as expressed by satisfaction with effectiveness of online training among managers to determine if a relationship exists for age, position, and length of service. The research was based on theoretical foundations of Herzberg's theory of motivation and Herzberg's theory of job satisfaction. The goal of the study was to evaluate receptiveness as reflected by managers' level of satisfaction with the use of online learning in workforce training, and the presence of age, lengths of service, or position differences in satisfaction with online training. This quantitative study used nonexperimental stepwise multiple regression analysis, based on secondary data from the 2011 Senior Executive Service survey administered by the Office of Personnel Management of the United States government (n = 4,954). Results indicated that the number of employees managed was an influential factor in determining receptiveness, and supported age, length of service, and position differences in satisfaction with online training among managers. Results linked usage and effectiveness to satisfaction with effectiveness of online training. Based on the results, managers should add or increase online training to provide greater training capability and flexibility. The application may promote positive social change as these results could better equip managers in the public sector with greater training flexibility.
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Chan, Ka Kan Erico. "Airline industry satisfaction with computer-based training : an investigation of the logic of learning in flight-dispatch training practice." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39426/.

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This study is the first to attempt in Hong Kong to collect data about flight dispatch training for airlines. The purpose of this study was to examine the learning experiences of flight dispatchers when using different learning approaches and instructional methods for learning. In the light of an analysis of the training practices linked to the theory of adult learning, self-directed learning, learning style and learning satisfactions, we can determine the beliefs, expectations, and desires of flight dispatch trainees. This thesis argues that effective flight dispatch training goes beyond traditional instructor-centred teaching strategies (pedagogical approach). The new way of thinking about teaching flight dispatchers should also be based on adult learning theory and principles of andragogy. In addition, this thesis argues that flight dispatch training today is likely to be designed according to the needs and preferences of all stakeholders, rather than only according to the requirements of aviation regulators. The research questions are: What are flight dispatchers, trainers and flight dispatch managers' perceptions and expectations regarding the use of instructional methods and strategies currently used in flight dispatch training? What are flight dispatchers, trainers and flight dispatch managers' attitudes towards the use of computer-based training as an alternative instructional tool to replace classroom training? The research methodology adopted uses a mixed-method, sequential explanatory approach. Survey results have shown clear evidence that andragogy, self-directed learning and learning satisfaction play vital roles in the process of flight dispatch training. The results indicated that flight dispatchers' preferred mode of delivery is independent of their learning style, and classroom training had a more favorable reaction than did computer-based training, as demonstrated via quantitative and qualitative analyses. Those taking the computer-based course scored an average of 1.53 (effectiveness) and 0.65 (satisfaction) points lower than did those experiencing classroom training. The survey results did not support the findings from the literature that indicated all adults preferred self-directed learning. This study also included a qualitative analysis to address considerations of computer-based training as an alternative flight dispatch training delivery method. Although most trainees in the study said they preferred classroom training or on-the-job training, the majority felt that computer-based training was an appropriate delivery method to complement other, traditional methods of delivering flight dispatch training. Furthermore, the analysis of variances (ANOVA) for computer-based training satisfaction mean scores and generational group (novice and experienced flight dispatchers) were calculated. The results indicated that flight dispatch experience did not influence levels of satisfaction. To enhance or increase the creativity, innovativeness, and learning capacity of the workforce, a well-balanced training approach between formal classroom training, computer-based training, and on-the-job training should be encouraged in order to harness the advantages of both formal and informal learning.
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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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Tarleton, A. R. "Towards self-actualization through job satisfaction : A-levels-of-work approach to occupational guidance in higher education." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374937.

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Books on the topic "Training and education satisfaction"

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West, Environics. Telephone & self completed satisfaction surveys: Training manual. [Edmonton, AB]: Alberta education, 1995.

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Sherry, Gorelick, ed. Education and jobs: The great training robbery. Clinton Corners, N.Y: Percheron Press, 2003.

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United, States Congress House Committee on Education and the Workforce Subcommittee on Postsecondary Education Training and Life-long Learning. Recruitment and retention of quality teachers: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, second session, hearing held in Washington, DC, September 13, 2000. Washington: U.S. G.P.O., 2000.

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Lovely, Suzette. Staffing the principalship: Finding, coaching, and mentoring school leaders. Alexandria, Va: Association for Supervision and Curriculum Development, 2004.

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NCLB reauthorization: Strategies for attracting, supporting and retaining high quality educators : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Tenth Congress, first session, on strategies for attracting, supporting and retaining high quality educators, March 6, 2007. Washington: U.S. G.P.O., 2008.

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NCLB reauthorization: Strategies that promote school improvement : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Tenth Congress, first session, on examining the No Child Left Behind Act reauthorization, focusing on strategies that promote school improvement, February 8, 2007. Washington: U.S. G.P.O., 2008.

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McCarthy, Martha M. Continuity and change: The educational leadership professoriate. Columbia, MO: University Council for Educational Administration, 1997.

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Scherer, Marge. Keeping good teachers. Alexandria, Va: Association for Supervision and Curriculum Development, 2003.

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Illinois. Department of Employment Security. Education & training. Springfield, Ill.]: Illinois Dept. of Employment Security, 2007.

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Training, Parity. Training and education. Wimbledon: Parity Training., 1995.

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Book chapters on the topic "Training and education satisfaction"

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Aziz, Rao Zeeshan, Umer Asgher, and Tanveer Ahmed. "Job Satisfaction Level of Federal/Provincial/Semi Government Officers of Pakistan." In Advances in Human Factors, Business Management, Training and Education, 759–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_70.

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de Oliverira, Mauro José, Rodrigo Martins Baptista, and José Manuel Baptista Meireles de Sousa. "Psychic Distance, Purchase Intention and Life Satisfaction. An Analyzing of International Purchase Websites." In Advances in Human Factors, Business Management, Training and Education, 609–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_57.

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Rai, Soumi. "Path Model Analysis of Perceived Organizational Support, Job Satisfaction and Turnover Intention: Study on Indian Generation Y Employees." In Advances in Human Factors, Business Management, Training and Education, 405–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_37.

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Wang, Yifan. "Training and Turnover Intention of Hotel Employees the Mediating Role of Job Satisfaction." In Proceedings of the 2022 7th International Conference on Modern Management and Education Technology (MMET 2022), 332–38. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-51-0_46.

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Chen, Pei-Shih, Tin-Chang Chang, and Ying-Li Lin. "Customer Satisfaction and Quality of Service Towards Public Servants in a Governmental Education Training Center in Taiwan." In Innovative Mobile and Internet Services in Ubiquitous Computing, 831–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61542-4_85.

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Pesonen, Joonas A. "‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 199–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_13.

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AbstractChatbots show promise as a novel way to provide support to students. However, a central issue with new technologies such as chatbots is whether students trust the technology. In the present study, we use a chatbot to proactively offer academic and non-academic support to students (N = 274) in a Finnish vocational education and training (VET) organization. Students responded to the chatbot with a very high response rate (86%), and almost one-fifth (19%) of the respondents disclosed a need for support. Survey with a subset of participants (N = 49) showed satisfactory trust (total trust score 71% as measured by a human-computer trust scale) and satisfaction (average of 3.83 as measured by a five-point customer satisfaction instrument) with the chatbot. Trust was positively correlated with satisfaction as well as students’ likelihood to respond to the chatbot. Our results show that this kind of approach is applicable for recognizing students’ latent needs for support. Future studies should target the formation of trust in more detail and cultural differences in trusting chatbots.
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Klemera, Ellen. "Education, Satisfaction with." In Encyclopedia of Quality of Life and Well-Being Research, 1819–23. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2566.

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Catalano, Amy J. "Engagement and Satisfaction." In Measurements in Distance Education, 9–34. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315229447-2.

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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences, 399–409. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.

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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force
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Gagliardi, Francesca, Laura Neri, Edmira Shahu, and Aurora Hoxha. "Satisfaction in Higher Education." In Analysis of Socio-Economic Conditions, 290–301. Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781003053712-19.

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Conference papers on the topic "Training and education satisfaction"

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Delgado-Adamez, Jonathan, Maria Victoria Gil, Maria Sol Delgado, and Maria Elena Bote. "LEVEL OF SATISFACTION OF VOCATIONAL EDUCATION AND TRAINING STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0820.

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Turmo-Garuz, Joaquin, M. Teresa Bartual-Figueras, Francisco Javier Sierra-Martínez, Andrés Coco-Prieto, Pere Purroy-Sánchez, Montserrat Simó-Solsona, and Xavier García-Marimón. "INTERNSHIPS EXPERIENCE, TRAINING PROJECT AND SATISFACTION OF STUDENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0415.

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Amaral, Rui, Fátima Jorge, Susana Rocha, and Margarida Saraiva. "MOTIVATION AND SATISFACTION IN CONTEXT OF JOB TRAINING IN TOURIST ORGANIZATIONS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2198.

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KANASHVILI, Tamar. "RELATIONSHIP BETWEEN EDUCATION AND HAPPINESS." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.19.

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The aim of this paper is to explain the relationship between education and happiness. Are higher levels of education related to higher levels of happiness or does education rather harm our well-being by raising aspirations? The “researchers” of the ancient times were not ready to turn the question of how education and happiness are related into an empirical matter, on the other hand interest in the “the good life” is not any less present in our days as its seen from the large amount of research on the subject of happiness across a spread of various disciplines. A 2018 study using data from the European Union and World Values Surveys, which encompass data from 85 countries, showed that the connection between education and happiness is distinct from the connection between income and happiness. Furthermore, while the positive link between income and happiness tends to disappear after a specific point -educational activity and happiness seem to always go further. Veenhoven (1996) suggests that the foremost educated people within societies will only be happier as long as their education yields them a transparent status advantage. In a survey conducted by us in Georgia in 2019, it had been found that if educational activity levels are associated with higher expectations and these don't coincide with outcomes within the market, the individual will eventually feel dissatisfied and a negative relationship between education and satisfaction are going to be observed. This outcome is especially likely for people with higher levels of education who tend to figure under more competitive conditions. 1990s found by Clark and Oswald (1996), furthermore as Clark (2003) suggest that in economic downturns, emotional well-being of the higher-educated is more heavily affected since they experience bigger disutility from unemployment. Having made an even bigger investment in their human capital, these individuals also hold bigger expectations towards the task market. On the positive side, having awell-paying job is after all important, because it reduces distress induced by economic hardships, but people also derive meaning out of their professional employment which tends to be easier for those with education. Happiness refers to positive emotions (McMahon, Darrin, 2004). However, Martin Seligman's welfare theory also shows that happiness is greater than just a good mood. Happiness is having a meaning in life. A person should believe that his life is important and therefore the research hypothesis may be that an educated person will be significantly happier if he or she is in an environment where he or she is valued (Lyubomirsky, 2008). In the framework of the paper we found one of the most interesting studies which showed that eight weeks training has been shown to be more effective in reducing depression than a strong antidepressant (Kuyken, 2008). The connection between education and happiness is important for the education system. As far back as 1932, Hersey noted that a satisfied employee works better and that this construct is very important (Hersey, 1932). Based on scientific as well practical studies we can develop recommendations how to link happiness and education in the workplace- by suggesting and implementing such trainings that will help companies in process of:  Managing employee stress levels;  Development of talents  Increase employee engagement and reduce fatigue;  Assisting employees in adapting to organizational change; In the postgraduate study, in which employees from80 organizations were involved, the widespread form of education - namely training - was named as an important issue for motivation and job satisfaction. Training is not enough for job satisfaction, but it is the least that companies need to do today. Key words: Happiness, Education, Job-Satisfaction
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Klett, Fanny, and Peter Pharow. "How to Achieve User Satisfaction in Complex E-Learning Environments." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339699.

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Elghibari, Fatiha, Rachid Elouahbi, Fatima El Khoukhi, Layla Ezzahri, and Said Amali. "Intelligent model for measuring learners' satisfaction towards new contents." In 2016 15th International Conference on Information Technology-Based Higher Education and Training (ITHET). IEEE, 2016. http://dx.doi.org/10.1109/ithet.2016.7760710.

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Rahmatullah, Muhammad, Amat Mukhadis, and Apif Miptahul Hajji. "Learning Service Satisfaction of Master Degree Graduates of Vocational Education in State University of Malang." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.46.

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Andiansyah, Mahardhika, Arif Rahman, Sarinten, Budi Ismanto, Ardiansyah, Theresye Yoanyta Octora, Cokorda Bagus Purnama Dwisa, and Euis Saribanon. "Person job fit on seafarers’ job satisfaction." In THE PROCEEDINGS OF THE 5TH INTERNATIONAL CONFERENCE ON MARITIME EDUCATION AND TRAINING (The 5th ICMET) 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0117722.

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Daryanto, Eka, Syaiful Sagala, and M. Badiran. "An Assessment on Vocational School Teachers Job Satisfaction in Province of North Sumatera." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.14.

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Alajbeg, Anna, Sonja Kovačević, and Joško Barbir. "THE ROLE OF MOTIVATION AND JOB SATISFACTION IN THE USE OF MODERN TEACHING MODELS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end065.

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"The aim of this paper is to examine the role of some socio-economic characteristics, familiarity with the concept of advanced teaching models, job satisfaction and motivation to work with children in the use of modern teaching models. A total of 83 teachers of Technical Education participated in the research. An online questionnaire was created to collect data, which consisted of 4 scales (SES; Job Satisfaction, Motivation to work with children, and Familiarity with advanced teaching models). Most teachers are very satisfied with their work and are highly motivated to work with children. The results show that 84.21% of teachers are familiar with some advanced teaching models. Job satisfaction has a statistically significant influence on the use of modern teaching models (project teaching, problem teaching, flipped classroom, interactive teaching, team teaching). Familiarity with advanced teaching models positively contributes to the use of modern teaching models. We conclude that job satisfaction is a very important segment in all organizations. A satisfied employee will be more productive. Each school should examine employee satisfaction and provide training on modern teaching models, which is going to contribute to the quality of the educational process."
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Reports on the topic "Training and education satisfaction"

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
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Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, Valerie Cotter, Susan Hannum, JaAlah-Ai Heughan, Linda Chyr, et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), February 2020. http://dx.doi.org/10.23970/ahrqepccer237.

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Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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Mincer, Jacob. Investment in U.S. Education and Training. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4844.

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada310831.

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ADA JOINT PROGRAM OFFICE ARLINGTON VA. DoD Ada Software Engineering Education and Training. Fort Belvoir, VA: Defense Technical Information Center, October 1987. http://dx.doi.org/10.21236/ada200766.

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Blimpo, Moussa P., and Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Bunnell, Wayne, and Darcy Bullock. Multimedia Techniques for Construction Education and Training. Purdue University, August 2017. http://dx.doi.org/10.5703/1288284316388.

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Baughman, Martin L., Delayne Hudspeth, David Kendrick, Sten Thore, and Ravindra Gajulapalli. Workstations in Education and Training. Phase 1. Fort Belvoir, VA: Defense Technical Information Center, July 1991. http://dx.doi.org/10.21236/ada238773.

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