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1
Atta-Safoh, Alex. "The job satisfaction of adult vocational supervisors in school districts and joint vocational schools in Ohio /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135356404.
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Kim, Hae Na Kim. "The Relationship between and among Job Satisfaction, Training and Organizational Culture in South Korea's Manufacturing Industry." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462800023.
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Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.
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Padilla-Velez, David. "Job satisfaction of vocational teachers in Puerto Rico." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249666992.
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Sullivan, Deborah Anne Smith. "Characteristics of vocational home economics teacher educators and their job satisfaction /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138966.
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Moshokwa, Luccas Kgaugelo. "Managing absenteeism in vocational education in Botswana." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2542.
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Thesis (MTech (Human Resources Management))--Cape Peninsula University of Technology, 2016.Absenteeism has proven to be a global problem in the workplace, which is further exacerbated by multifaceted factors that cause absence. It is pervasive, inevitable and has an undesirably negative impact on the operations and service delivery of an organisation, if not managed properly. Generally, absenteeism disrupts the work environment and negatively affects the organisation and employees’ morale. A literature search was conducted on the causes, costs, impact, measurements, consequences and strategies of absenteeism in the workplace. Literature on job satisfaction as a concept was also conducted on personal and organisational sources, both content and process theories, and consequences of job satisfaction. The researcher also conducted a survey questionnaire with a sample of employees at DTVET to ascertain their perceptions regarding absenteeism and job satisfaction status within the department. The aim of the study was to identify the main causes of high absenteeism and to determine the status of job satisfaction levels in DTVET. The study identified the causes of absenteeism among DTVET employees, and discovered that reasons are attributed to: work overload; lack of employee health programmes; lack of resolution of employees’ problems; headache problems; inconsistent application of absenteeism procedures; lack of autonomy; lack of an effective performance reward system; backache problems; sick leave entitlement mentality; stomach upsets; and, finally, colds and flu. Findings also revealed that DTVET employees mostly derive their job dissatisfaction from: work overload; bureaucratic processes; benefits; pay; lack of recognition for work well done; and lack of promotion opportunities. This finding also supports Robbins’s (2003:82) conclusions that the consequences of job dissatisfaction may lead to employees missing work, this may also be expressed in various forms i.e. employees complaints, insubordination, steal organisational property, reduce effort, chronic absenteeism, increase error rate, lateness etc. Realistically, absenteeism in the workplace will never be eradicated, however, with proper management interventions, absenteeism rates can be reduced to acceptable levels.
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Werth, Patricia Guy. "Vocational Education Accountability in Virginia: Analysis of Vocational Completers' Employment Status, Earnings, and Job Satisfaction." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28536.
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Research and analysis regarding the employment outcomes of vocational education completers are growing in importance. States and their educational systems are increasingly confronted with the need to justify programs and funding and to provide evidence of the numbers and status of students graduated, obtaining employment, and continuing in postseconday education. The need to review, improve, and implement effective programs, and to serve the practical needs of all students, including those in targeted populations, will continue in the future. The purposes of this study were to investigate and describe Virginia's vocational program completers by employment status, earnings, and job satisfaction through a review of three years of follow-up data. Descriptive statistics, including frequencies, percentages, and overall distributions, were used to identify characteristics of 9,474 employed vocational completers, in order to provide relevant data for improving vocational education in Virginia and for use in establishing baseline data for future studies.
In looking at employment outcomes for targeted populations, this study found that employment figures resembled those of non-targeted populations, with high percentages reporting employment related to the service area completed. Vocational completers identified as having limited English proficiency were reported in very small numbers. Earnings data indicated clearly that with each consecutive year of the three years for which data were included, vocational completers were earning higher wages. Earnings also increased with each consecutive year for completers from targeted populations, with vocational completers who were academically disadvantaged or disabled receiving higher wages than completers from economically disadvantaged backgrounds. Completers from economically disadvantaged backgrounds also reported lower levels of job satisfaction and more part-time employment. Additionally, vocational completers in all service areas reported high levels of job satisfaction.
Further longitudinal research should be conducted in order to better analyze vocational completers' transition to the workforce. Such research could be useful when planning and implementing policy, requesting grant funding, and instituting educational innovations.Ph. D.
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Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.
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Kohan, Alan R. "Vocational teacher perceptions of their locus of control, job satisfaction, and superindendent leader behavior in central Ohio joint vocational schools /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919112523.
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Cisneros, Benedict. "Indochinese in Job Corps: From failures to fantastic finishers." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/416.
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Carruthers, John R. "Relationships among selected characteristics and job satisfaction of first line police supervisors : implications for adult education /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307358054.
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Thomsen, Lee Nolan. "FACTORS CONTRIBUTING TO JOB SATISFACTION, RETENTION, AND ATTRITION OF AGRICULTURAL EDUCATORS: A SYNTHESIS OF RESEARCH." UKnowledge, 2018. https://uknowledge.uky.edu/cld_etds/41.
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In recent years, School-Based Agricultural Education has been facing a shortage of secondary teachers, due in part to low retention rates of these valuable educators. In light of this shortage, a multitude of research has been conducted throughout the country on challenges faced by agricultural educators, some as indicators of intent to leave the profession. This thesis sought to synthesize the research conducted on job satisfaction, retention, and attrition of School-Based Agricultural Educators order to identify prevalent problems facing these teachers which may contribute to the decision to leave the classroom. From the research, seven themes emerged as job-related factors contributing to agriculture teacher job satisfaction, retention, and attrition: Work-Life Balance, Workload, Time Management, Student Discipline, Administrative Support, Salary, and Student Motivation.
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Hall, Julie. "Correspondence of Job-Preference and Job-Matching Assessment with Job Performance and Satisfaction among Youth with Developmental Disabilities." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/771.
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This study investigated the effects of job preference and job match on job performance among four 19-to 20-year-old young adults with developmental disabilities placed in community-based job conditions. Prior studies have examined the effects of job preference on community-based job performance without the job-matching component. The researcher identified high-preference, high-match and low-preference, low-match job conditions and tasks using a video web-based assessment program. Each participant was subsequently placed in a randomized sequence of 30-min sessions on one high-preference, high-match job condition performing a preferred task and one low-preference, low-match job performing a non preferred task. Job coaches instructed and prompted participants throughout the study, teaching job tasks based on criteria specified by the employer or industry standard. Data collectors recorded data on (a) on-task performance, (b) productivity, (c) quality and quantity of work, (d) job satisfaction as measured through participant judgment of preferred and well-matched jobs, and (e) an independent observer's judgment of well-matched jobs. The researcher found higher productivity, accuracy, and job satisfaction across all participants on the high-preference, high-match jobs as well as higher quantity of work completed for three of the four participants. On- task levels remained high in both job conditions for three of the four participants. Results are discussed in terms of variables in and limitations to this study as well as suggestions for future research.
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Cheung, King-leung Charles. "Job satisfaction of academic staff at the Institute of Vocational Education at the time of changes." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30908.
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The opening up of vocational education to private providers and the reduction of funding has forced the Vocational Training Council to re-define its role and structure to meet these challenges. It is against this backdrop that the study seeks to (1) assess the job satisfaction level of teaching staff at the Institute of Vocational Education in Hong Kong at this time of change: (2) investigate the relationship between selected demographic variables, job facet importance and job satisfaction.;Drawing on Lawler's (1973) facet satisfaction theory, this research identifies seventeen job facets relevant to job satisfaction: achievement, advancement opportunities, fair and considerate department head, financial rewards, highly regarded working place, influence in your scope of work, job security, learning opportunities, relations with colleagues, recognition of good work, relationship with students, responsible for important work, task meaningfulness, use of abilities and knowledge, work influence in the workplace, work independence and work esteem. The facet approach allows focusing on different aspects of the job and exposing a more complete picture on job satisfaction.;In this study, a self-reported questionnaire was developed for use in the local vocational education context. The closed end items on facet importance, facet satisfaction and general views were rated on a five-point Likert scale. The survey involved 353 academic staff of the Institute of Vocational Institution (Tsing Yi nexus) with a response rate of 47.3%. Personal interviews were conducted with eight academic staff to supplement the quantitative data. The limited interview findings tallied with the types of issues that were emerging from the quantitative studies.;The research revealed that the level of the overall job satisfaction of the staff was neutral. Contrary to most research findings, there were no significant correlation between the level of job satisfaction and the selected demographic variables. Further, the analysis indicated that the importance predictors had no impact on the level of job satisfaction.
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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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Suzan, Zelda. "The Relationships Among Job Satisfaction, Length of Employment, and Mentoring of Nursing Faculty." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2060.
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The shortage of faculty in nursing education programs has been well documented by the National League for Nursing. Job satisfaction is important in retaining nurse educators, and one New York nursing program was interested in examining the potential impact of mentoring on satisfaction. The purpose of this quantitative study was to examine job satisfaction, measured by the Job Descriptive Index/Job in General scale (JDI/JIG), between nurse faculty participants in formal mentoring programs compared to participants receiving an informal type of mentoring. In addition, the length of employment was examined as a possible factor in predicting job satisfaction. The theoretical framework for the study included Knowles's theory of adult learning, Maslow's theory on motivation, and Erikson's theory of psychosocial development. Forty-nine nursing faculty completed a survey with 2 components including a faculty questionnaire and the JDI/JIG scale. Logistic regression was used to assess whether formal mentoring programs or length of employment were predictive of job satisfaction. Scores on the 6 component parts of the JDI/JIG determined job satisfaction. Neither length of employment nor formal mentoring programs were predictive of job satisfaction. Recommendations included continued research on job satisfaction with larger samples of nurse faculty. These findings will promote positive social change by informing discussions at the local site on ways to improve job satisfaction amongst nursing faculty, which could reduce the nursing faculty shortage at the local site.
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Akinkuoye, Nicholas Olusegun. "The relationship between selected student characteristics, participation in vocational education and the labor market achievement of high school graduates." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49973.
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The purpose of this study was to investigate the relationship between the selected students' characteristics, participation in vocational education, and the labor market achievement (job satisfactoriness, income, job satisfaction) of 1983/84 graduates of a comprehensive high school in S.W. Virginia. Data were collected from students, their academic records (transcripts and test records), the students and their employer follow-up.
The selected student characteristic variables used were: ACADEMIC ACHIEVEMENT VARIABLES: Grade Point Average (GPA), Virginia Competency Test scores in Reading and Mathematics (VCT-Reading, VCT-Math); ACADEMIC APTITUDE VARIABLES: Science Research Associate scores in Language and Applied Science (SRA-Lang., SRA-App. Sci.); SOCIOECONOMIC VARIABLES: Educational level of head of household (HEAD-ED); OTHER VARIABLES: the number of vocational education credits taken (VTE-Credit), Sex, Job Satisfactoriness (Boss-Sat) of the graduates, job performance, income earned per hour, and Job . Satisfaction. The data collected were analyzed by using the stepwise regression to predict the labor market achievement variables. A partial correlation was used to investigate the relationship between overall labor market achievement variables and each of the independent variables while the effect of others were controlled. Cohen's criteria were used to investigate the strength of relationship (practical importance) between variables. The coefficient of determination and the partial correlation of the findings outlined below were too small to be of practical importance in the investigation of high school graduates' labor market achievement. However, the results of the analyses of graduates' job satisfactoriness showed that male graduates with high academic achievement, low socioeconomic status, low aptitude tended to have higher job satisfactoriness. Females with high degree of participation in vocational education tended to experience higher job satisfactoriness. In terms of income earned by male graduates, academic achievement (GPA) was the best predictor. Analysis showed that females with low socioeconomic status (SES) tended to earn higher income. Those females with high degree of participation in vocational education tended to earn higher income. For job satisfaction of males, those with low SES tended to be more satisfied with their job, while females with high aptitude and high degree of participation in vocational education tended to be more satisfied with their jobs.
For overall job satisfaction, without sex differentiation, individuals with high academic achievement tended to have low job satisfaction. High aptitude in English language tended to make graduates more satisfied with their jobs. In terms of income, graduates with high achievement tended to earn low income. On job satisfactoriness, graduates with high achievement tended to have higher job satisfactoriness.Ed. D.
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Cookson, Charles. "The Role of Work-Life Balance Programs in Job Satisfaction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1962.
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Organizations spend significant amounts of money to address low job satisfaction. As much as 16.5% of an organization's pretax income is lost due to employee withdrawal behaviors, with 27% of that amount associated with turnover. Building on the quality of working life theory, this single-site case study took place at a for-profit university located in the Midwest United States to understand the role that work-life balance programs play in employee job satisfaction. The population consisted of 6 front-line admissions managers, as that population was appropriate for understanding the work-life balance strategies college officials use to improve the job satisfaction of admissions representatives. The data collection process consisted of semistructured interviews, a review of observational field notes, and a review of employee surveys. Based on methodological triangulation of the data sources and analysis of the data, 3 emergent themes were identified. Participants indicated that both autonomy and flexibility contributed to employee job satisfaction, which the quality of working life theory and existing research on the subject supports. Participants also indicated that the manager-employee relationship was fundamental to improving job satisfaction, which was a finding outside of the scope of the conceptual framework used in the study. Social change implications include improving policy makers and business leaders' understanding of the role that work-life balance plays in job satisfaction. Employees will also find the results of this study informative when attempting to understand how work-life balance programs may contribute to the level of satisfaction they experience with their jobs.
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Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.
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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules.
The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none).
Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).
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Mitova, Mariana A. "Relationship Between Investments in Self and Post-Graduation Career Satisfaction Among Apparel and Textiles Majors." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491579505475789.
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Barreca, Rebecca J. "Lived Experiences of Nurses: Nurse Characteristics by Clinical Specialty." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303941706.
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Dirani, Khalil M. "The relationship among learning organization culture, job satisfaction, and organizational commitment in the Lebanese banking sector and the effect of social patterns as moderator variables /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290220.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4576. Adviser: Peter K. Kuchinke. Includes bibliographical references (leaves 170-190) Available on microfilm from Pro Quest Information and Learning.
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Myers, Nancy Lee. "Job satisfaction in adult and higher education as perceived by ARL library directors." 1993. http://catalog.hathitrust.org/api/volumes/oclc/29861289.html.
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Swei, Ting-Hsun, and 隋廷勳. "A Study on the Job Satisfaction of Military Education Director in Senior and Vocational Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/6h8kvk.
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碩士國立臺北科技大學
技術及職業教育研究所
95
ABSTRACT Title : A Study on the Job Satisfaction of Military education director in Senior and Vocational Schools Pages :111 School : National Taipei University of Technology Department : Institute of Technological & Vocational Education Time : July, 2007 Degree : Master Researcher : Ting-Hsun Swei Advisor : Dr. Hui-Liang Lin Keywords : Senior and Vocational School, Military education director, Military Leader, Working Satisfaction The purpose of this study is to explore the job satisfaction of the military education director in the senior and vocational high schools through literature analysis and council with authorities and scholars. After breaking down the military education director’s main jobs into three parts, “military education”, “student counseling”, and “campus security”, and composing 37 questions, a survey of job satisfaction of the military education director in senior and vocational high schools was conduct to aim at the military education director at 480 senior and vocational high schools national-widely to compile an analytical statistics. The major conclusion of this study concludes as the following: 1. The age of the majority of the military education director ranges between 41 and 45, and the work experience is equaled to or below three years mostly. 2. The instructors, whose ages range between 41 and 45 and work experience is equaled to or below three years, appear to be the most satisfying with their jobs. 3. The “student counseling” part of the military education director’ jobs scores the highest in the aspect of job satisfaction, whereas the “campus security” the least. 4. The result indicates that the job satisfaction in senior high schools is greater than in vocational high schools, and the public schools greater than the private schools. 5. Among the 13 questions relating to “military education”, the 6th question “target practice helps to raise the students’ interest at the military education” is marked as the most satisfying, and the 1st question “the supervision of military education courses during winter and summer vacation helps to improve the quality of military education” shows as the least satisfying. 6. Among the 13 questions relating to “student counseling”, the 15th question “providing good student counseling can effectively decrease the number of campus security issues” is marked as the most satisfying, and the 23rd question “the supervision of the alternative military serviceman” shows as the least satisfying. 7. Among the 11 questions relating to “campus security”, the 29th question “the principal approves the result of military education director’ work on maintaining the campus security” is marked as the most satisfying, and the 35th question “the work of school’s curfew controlling” shows as the least satisfying.
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Weng, Chao Yu, and 翁招玉. "A study of the relationships among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/97980569345315895086.
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博士國立中正大學
成人及繼續教育所
98
The purpose of this study is to explore the relationships among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers. And the purposes of this study are:(1)to understand the current conditions among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers;(2) to discuss the differences among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers;(3)to analyze the relationships among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers;(4)to understand the predictability among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers;(5)to construct a model for the relationship among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers. The study adopted the questionnaire survey and utilized the “Adult Education volunteers’ work values, job involvement, job satisfaction and organizational Commitment Questionnaire” as tool. There were 862 usable responses with a 75% acceptable samples received from the survey of the target samples of adult education institutes in Taiwan. The hypotheses were tested using descriptive statistics, t-test, one-way MANOVA, Persons correlation analysis, stepwise multiple regression, and Path analysis . The conclusions from the study are as follows:(1)The real conditions among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers appear middle-up’ level;(2)There are distinct differences in terms among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers;(3)There are significant positive correlations among work values, job involvement, job satisfaction and organizational commitment of adult education volunteers;(4)The work values, job involvement, job satisfaction and organizational commitment knowledge can predict the professional commitment of adult education volunteers;(5)Job satisfaction reveal a significant mediating effect between work values and Organizational commitment;(6)It had prominent path relationship among work values, job involvement, job satisfaction and organizational commitment. According to the results of research, this study intends to offer suggestions respectively on the aspects of practical application and future research. Key words : adult education volunteers, work values, job involvement, job satisfaction, organizational commitment.
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Ming and 陳明賢. "A Study of Job Satisfaction for Vocational Senior High School Teachers of Special Education and Technological Program." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/sa448z.
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碩士國立臺東大學
進修部暑期特教碩士班
97
The main purpose of this study was to investigate the job satisfaction for teachers of Special Education and Technological Programs at Vocational Senior High School in the central area of Taiwan. Also, this study was to examine the degree of influence of the teacher
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Mabuza, Raymond Vusi. "Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District." Diss., 2019. http://hdl.handle.net/10500/26508.
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This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme.
A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach.
Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low.
Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers.Adult Basic Education (ABET)
M. Ed. (Adult Education)
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Wu, Yu-Feng, and 吳俞鋒. "The Impact of Internal Marketing in Education and Teacher Job Satisfaction on Organizational Commitment for Private Vocational Senior High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/58440702902336360825.
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碩士國立彰化師範大學
工業教育與技術學系
96
The objective of this study was to analyze the effects of internal marketing in education on teacher job satisfaction and organizational commitment. The ways in which private vocational school teachers with various backgrounds react to the effects of internal marketing in education as it relates to teacher job satisfaction and organizational commitment were analyzed. Further, the relationship of internal marketing in education to teacher job satisfaction and organizational commitment in private vocational high schools were discussed. Finally, the influences of internal marketing in education on teacher job satisfaction and organizational commitment were shown. Research for this study was carried out by means of a survey. The research subjects are teachers in private vocational high schools in Taiwan during the 2007 school term. Eight hundred and three valid questionnaires were returned for a retrieval rate of 75%. A statistical analysis of the mean, standard deviation, t test, one-way ANOVA, Pearson product-moment correlation and multiple stepwise regressions were used to derive the following conclusions: a.At present, the views of private vocational high school teachers on the effects of internal marketing in education on teacher job satisfaction and organizational commitment tend to be positive. b.Private vocational high school teachers from varied backgrounds show some diversity in their views of the influence of internal marketing in education. c.Private vocational high school teachers from varied backgrounds show some diversity in job satisfaction. d.Private vocational high school teachers from varied backgrounds show some diversity in in organizational commitment. e.The influences of internal marketing in education on teacher job satisfaction and organizational commitment have distinct correlations. f.Internal marketing in education can result in teacher job satisfaction and organizational commitment.
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Rampersadh, Satish Harilal. "Enhancing lecturing staff morale at a technical and vocational education and training college in Newcastle, KwaZulu- Natal." Diss., 2017. http://hdl.handle.net/10500/27243.
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The study was conducted to determine strategies that could be used by relevant managers and authorities in promoting the morale of lecturers at a TVET College, in Newcastle, KwaZulu-Natal. A qualitative research design and methodology was used to gather data from semi-structured interviews with the participants by means of two focus groups of six lecturers each and face to face interviews with the three programme managers. Purposive sampling was used to select the lecturers from the two engineering campuses of the sampled college. Data were constantly compared and analysed using the constant comparative analysis of data.
The study found that aspects that contribute to low morale exceed those for high morale in the sampled college. Therefore, by studying the results obtained from the data, it can be deduced that lecturers at the College are not content with the current working conditions and the senior management style of the college.
It is the duty of managers to consider the holistic welfare of employees. This is necessary for the creation of a suitable workplace for all staff of the college. To achieve this, supervisors and lecturers need to know what aspects influence staff morale. Henceforth, this study focused on effective strategies and recommendations that could be implemented to promote the morale of lecturers at the college.Educational Management and Leadership
M. Ed. (Education Management)
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WANG, HORNG-MING, and 王弘明. "A Study of the Relationships among Work Values, Organizational Identification and Job Satisfaction of teachers from Senior Vocational Schools of Further Education in Central-Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/47147192154608099542.
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碩士國立彰化師範大學
工業科技教育研究所
93
Abstract The main purpose of the study was to investigate the present situation of the work values, organizational identification and job satisfaction of the teachers from senior vocational schools of further education, to analyze and compare the varieties of the different background variables and to explore the relationships among work values, organizational identification and job satisfaction of the teachers from senior vocational schools of further education. Questionnaries were administered to a convenience samples of 491 from Miaoli County, Taichung County, Taichung City, Changhua County, Nantou County and Yunlin County. T-test, One-Way ANOVA, Scheffé method and Correlation analysis were utilized. The conclusions were shown as follows: Ⅰ.The teachers from senior vocational schools of further education perceived their work values, organizational identification, and job satisfaction as middle. Ⅱ. The effect to background variables on senior vocational schools of further education teachers’ work values, organizational identification and job satisfaction were significant. Ⅲ. Positive correlations among the work values subscales and the organizational identification subscales of the teachers from senior vocational schools of further education were significant. Ⅳ. Positive correlations among the job satisfaction subscales and the organizational identification subscales of the teachers from senior vocational schools of further education were significant. Ⅴ. Positive correlations among the work values subscales and the job satisfaction subscales of the teachers from senior vocational schools of further education were significant. Based on the results of the study, the suggestions for the educational administration, senior vocational school presidents, directors, teachers, scholars and future reference are offered. Keywords: Work Values, Organizational Identification, Job Satisfaction, Senior Vocational Schools of Further Education
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Demissie, Mesfin Molla. "Evaluating the perceived effectiveness of the leadership styles of deans in Ethiopian governmental technical and vocational education and training (TVET) colleges." Thesis, 2017. http://hdl.handle.net/10500/23607.
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The study evaluates the perceived effectiveness of the leadership styles of deans in Ethiopian governmental Technical and Vocational Education and Training (TVET) colleges. The study was contextualised within the domain of relevant leadership theory in chapter 2 (with specific emphasis on the Full Range Leadership model developed by Bass and Avolio), and within the field of Technical and Vocational Education and Training in chapter 3. A mixed method research methodology was employed in the empirical research. The quantitative part received the most emphasis, while a qualitative part was added to attempt to corroborate findings. Quantitative data were collected from teachers (219), student council members (65) and deans (10) in ten TVET colleges using the MLQ 5x short-form questionnaire, which is a standardised questionnaire of high repute. The quantitatively collected data were analysed and presented using both descriptive and inferential statistics. The qualitative part consisted of semi-structured interviews conducted with the ten deans and one TVET Bureau Head.
Quantitative findings indicated that the transformational and transactional leadership styles were observed far more frequently than the laissez-faire style. Perceptions regarding the effectiveness of deans, teachers’ job satisfaction and teachers’ willingness to make an extra effort were positively and statistically significantly influenced by the presence of both the transformational and the transactional leadership styles and to a slight extent, influenced negatively by the interaction effect of the two styles. Qualitative findings mostly corroborated the quantitative findings.
Recommendations emanating from the research inter alia include: Leadership training opportunities for TVET deans should be scheduled to enhance the appropriate leadership style practice of deans (especially the transformational style); resources (human, financial and materials) should be made available to TVET colleges to develop desired types of leadership in colleges; as part of the selection process when appointing new TVET deans, the leadership style/s that applicants use at that stage should be assessed; a staff-dean-team-approach will be productive if the dean practises a transformational-orientated style of leadership.Educational Leadership and Management
D. Ed. (Educational Management)
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Lu, Fu-Ju, and 呂馥如. "The relationship research about the work pressure of practice, job satisfaction and employment related to the willingness of the rotay cooperative education program students- An example of the cosmetology students in vocational high school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/27547185126278852120.
Full textAbstract:
碩士經國管理暨健康學院
健康產業管理研究所
98
Abstract Economic downturn, coupled with domestic economic environment deteriorating, making the domestic industry faced a new crisis. The hardest hit, that is,Taiwan worked to create "economic miracle" of the traditional industries; Thereby affecting many low-income households of families can not cope rising tuition, students are forced to work part time and gradually increase the ratio, it leads to significant increase in students choose Cooperative Education Program. In this study, Cosmetology, Taipei County School of Home Economics cooperative education students as the research object, is to explore job stress, job satisfaction and job Willingness and make recommendations for the study, as management information. In this study, a questionnaire by convenience sampling, 546 questionnaires were officially recovered 525 were used for data analysis; SPSS 12.0 and AMOS 5.0 statistical software for statistical analysis tool, the sample data to factor analysis, t test, ANOVA analysis, correlation analysis, multiple regression analysis, structural equation modeling approach for analysis. The study found: Beauty cooperation education classes of students of different background variables on job stress, job satisfaction and employment will, some significant differences. The variables between the large dimensions showed a significant correlation; (1) coperative Education Program students in the practice of the background and the practice of job stress were significantly different. (2) Cooperative Education Program students in the practice of the background and the practice of job satisfaction were significantly different. (3) Cooperative Education Program students in internships and employment background variables will have significantly different for other companies. (4) Cooperative Education Program students in the internship job stress and job-related companies will have significantly different for other companies. (5) Cooperative Education Program students in the internship job stress and job satisfaction was negatively correlated for other companies. (6) Cooperative Education Program students in internships and employment job satisfaction will positively correlated for other companies. (7) Cooperative Education Program students in the internship job satisfaction and employment for the working pressure will have intermediate effects.Work stress and job satisfaction and employment will negatively correlated, when the pressure of work the higher the degree of job satisfaction is relatively low, and the relative effects continue to engage the will of the related industries of employment will be lower.
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Dobrica, Viorica. "Analyse des relations entre les pratiques professionnelles réfléchies et le bien-être pédagogique des enseignants du secondaire." Thèse, 2016. http://hdl.handle.net/1866/18375.
Full textAbstract:
Le travail enseignant a connu au fil des années une évolution continue qui s’est traduite par une complexification de la tâche et des changements dans les pratiques professionnelles avec des possibles conséquences sur le bien-être pédagogique des enseignants. C’est dans ce sens que cette recherche s’intéresse à l’exploration des relations entre les pratiques professionnelles réfléchies des enseignants oeuvrant dans une école secondaire et leur bien-être pédagogique. Pour ce faire, nous avons réalisé une recherche de type exploratoire, à dominance qualitative, auprès de onze enseignantes et de deux enseignants d’écoles secondaire de la grande région de Montréal. Afin de documenter leurs niveaux de réflexions au cours de leurs relations avec les élèves et les collègues et les relations entre ces réflexions et les dimensions du bien-être pédagogique chez les enseignants interviewés, nous avons opté pour une approche sociocognitive. Pour la cueillette des données, nous avons fait appel à deux techniques : la technique Q et la technique de l’incident critique. Pour explorer ces liens, nous avons commencé par nous pencher sur le modèle des niveaux de changement de Korthagen et Vasalos (2005), qui ont mis en évidence les interactions entre les réflexions spécifiques concernant six niveaux de réflexions : environnement professionnel, comportements centrés sur l’apprentissage scolaire, compétences de gestion de classe, croyances, identité professionnelles et mission auprès des élèves. Nous avons ensuite exploré le concept de bien-être pédagogique des enseignants. D’après l’ensemble des résultats de notre recherche, le bien-être pédagogique des enseignants des écoles secondaires s’avère à la fois un processus dynamique, dont l’évolution est influencée par ce qui se passe dans le milieu de travail, particulièrement dans la classe, et par les qualités essentielles de l’enseignant, et un construit reposant sur des dimensions spécifiques; trois dimensions ont été retenues pour cette étude : l’autoefficacité, l’engagement et la satisfaction au travail. Les relations pédagogiques avec les élèves constitueraient la principale source de bien-être pédagogique des enseignants. Le fait de croire en l’efficacité de leurs compétences de gestion de classe et de constater que les élèves sont contents d’être dans leur classe et engagés dans leur apprentissage stimulerait l’engagement et la satisfaction au travail des enseignants. Les réflexions sur les caractéristiques et sur le vécu des élèves, y compris sur leur bien-être en classe, et les compétences professionnelles seraient les aspects des interactions avec les élèves qui interagiraient le plus avec le bien-être pédagogique des enseignants. Pour ce qui est des interactions entre les relations de travail avec leurs collègues, elles auraient un impact positif sur le bien-être pédagogique, notamment par l’entremise de réflexions collectives sur les situations ordinaires des pratiques professionnelles. Enfin, malgré certaines limites méthodologiques et conceptuelles, cette étude met en évidence l’existence de liens empiriques entre les pratiques réfléchies et le bien-être pédagogique des enseignantes et enseignants oeuvrant dans une école secondaire. Elle dégage également des pistes de recherches futures sur les influences réciproques entre les pratiques pédagogiques et le bien-être pédagogique, et propose des idées de recherches prospectives.This research explores the relations between the well-designed professional practices of high school teachers and their educational well-being. To do this, we conducted an exploratory research, with a qualitative dominance, among eleven female and two male high school teachers from the Greater Montreal Area. We adopted a sociocognitive approach to document their levels of reflection throughout their relations with their students and colleagues and their relations with dimensions of educational well-being among high school teachers. We used two data collection techniques: the Q technique and critical incident technique. To explore these links, we started by examining the change level model of Korthagen and Vasalos (2005), which highlighted the interactions between the specific reflections of six levels of reflection: work environment, schooling-centered behaviors, class management skills, professional beliefs and identify and mission with students. We then explored the concept of the educational well-being of teachers. According to the overall results of our research, the educational well-being of high school teachers is both a dynamic process whose evolution is influenced by what is going on in the work environment, especially in the classroom, and by the teacher’s essential qualities, and a construct based on specific dimensions; three dimensions were used in this study: self-efficacy, commitment and job satisfaction. Educational relations with students seem to be the main source of educational well-being for teachers. Believing in the efficiency of their class management skills and noticing that students are happy to be in their class and are involved in their learning apparently stimulates the commitment and job satisfaction of teachers. Reflections on the characteristics and background of students, including their well-being in the classroom, and professional skills seem to be the aspects of interactions with students that affect the educational well-being of teachers the most. As for interactions between work relations with their colleagues, they seem to have a positive impact on educational well-being, namely through collective reflections on the ordinary situations of professional practices. Lastly, despite certain methodological and conceptual limitations, this study highlights the existence of empirical links between well-designed practices and the educational well-being of high school teachers. It also identifies directions for future research on the reciprocal influences between educational practices and educational well-being, and proposes foresight research ideas.