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Author: Robert Bergeron Publisher: ISBN: Category : Rivier Doctoral Dissertation Languages : en Pages : 0
Book Description
This study is an analysis of the five factors identified through the research literature on job satisfaction and special education teachers to identify which factor was the strongest predictor of job satisfaction. The factors identified as predictor variables and examined in this study include: Relationships with Administration, Relationships with Colleagues, Job Design, Student Caseload, and Professional Development. A logistical analysis was conducted using questions from the SASS nationwide survey of teachers that were categorized under each of the predictor variables listed above, as well as the dependent variable of Job Satisfaction. The analysis provided odds ratio values that demonstrated the strength of positive responses to survey questions in predicting a positive response to questions related to the dependent variable of Job Satisfaction. This study supported the findings of previous research, including the importance of relationships between special educators, administration, and colleagues. The analysis also provided conflicting results regarding professional development and raises questions regarding the implementation of mentoring programs for new special education teachers. Paperwork demands and additional responsibilities related to job design were not strong predictors of job satisfaction. The study demonstrated that the strongest predictor of job satisfaction fell under the Student Caseload independent variable. Teachers who reported having the resources needed to effectively educate students with disabilities were significantly more likely to report positive responses to questions related to job satisfaction compared to all other variables. Implications, discussion, and limitations are identified in this study as well as recommendations for additional research. -- From abstract.
Author: Robert Bergeron Publisher: ISBN: Category : Rivier Doctoral Dissertation Languages : en Pages : 0
Book Description
This study is an analysis of the five factors identified through the research literature on job satisfaction and special education teachers to identify which factor was the strongest predictor of job satisfaction. The factors identified as predictor variables and examined in this study include: Relationships with Administration, Relationships with Colleagues, Job Design, Student Caseload, and Professional Development. A logistical analysis was conducted using questions from the SASS nationwide survey of teachers that were categorized under each of the predictor variables listed above, as well as the dependent variable of Job Satisfaction. The analysis provided odds ratio values that demonstrated the strength of positive responses to survey questions in predicting a positive response to questions related to the dependent variable of Job Satisfaction. This study supported the findings of previous research, including the importance of relationships between special educators, administration, and colleagues. The analysis also provided conflicting results regarding professional development and raises questions regarding the implementation of mentoring programs for new special education teachers. Paperwork demands and additional responsibilities related to job design were not strong predictors of job satisfaction. The study demonstrated that the strongest predictor of job satisfaction fell under the Student Caseload independent variable. Teachers who reported having the resources needed to effectively educate students with disabilities were significantly more likely to report positive responses to questions related to job satisfaction compared to all other variables. Implications, discussion, and limitations are identified in this study as well as recommendations for additional research. -- From abstract.
Author: Helen M. G. Watt Publisher: Cambridge University Press ISBN: 1108210511 Category : Education Languages : en Pages : 352
Book Description
Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.
Author: Donna Jean Ragan Poskas Publisher: ISBN: Category : Education, Rural Languages : en Pages : 212
Book Description
The purpose of this collective case study was to describe special education teacher and administrator perceptions of administrator practices that support job satisfaction of special education teachers in a rural Southwest Virginia public school district. The theory guiding this study is Herzberg’s motivational-hygiene theory of job satisfaction (1959). Purposeful convenience sampling was used to select 11 participants who are administrators or special education teachers who currently work in the rural public school setting. Face-to-face interviews, observations, and a focus group were used in order to seek to answer the questions: How do special education teachers and administrators describe practices that support job satisfaction of rural special education teachers? How do administrator practices that motivate special education teachers increase job satisfaction? How do administrator practices that improve the school environment influence special education teacher perceptions of job satisfaction? How does enriching the school environment by an administrator influence the job satisfaction of special education teachers? Analysis of the data was performed using categorical aggregation to identify codes and themes, which were then used to determine what is meaningful to the study in the data collected. Results showed that when administrators initiate practices that support the job satisfaction of rural special education teachers and enrich the school environment, it is likely that job satisfaction will increase which may influence special education teacher decisions to remain in their positions.
Author: G.L. Reddy Publisher: Discovery Publishing House ISBN: 9788183563536 Category : Engineering mathematics Languages : en Pages : 264
Book Description
The aim of this book is to present elements of Mathematics as applied to Scientific and Engineering students whose main interest in the subject lie in finding the particular solution so rather than the general theory the book has been designed to source as the textbook of formal courses in Engineering Mathematics of B.Ed. and B.Tech. students of all Indian Universities. The subject matter has been discussed in a systematic way starting from basic concepts, keeping in mind the actual difficulties of students. Considerable more number of worked examples has been included in the text against each topic in all the chapters to make it more flexible. Contents: Vol. I: 1. Elementary Operations of the Matrices; 2. Eigen Vectors and Eigen Values; 3. Inverse and Adjoint of the Matrix; 4. Linear Equations Solution by the Matrices Method; 5. Integration and Differentiation of the Vectors; 6. Divergence, Curl and Gradient; 7. Multiple Vectors. Vol. II: 1. Moment of Inertia; 2. Multiple Integrals (Double and Triple Integrals and Change of Order of Integration); 3. Green s, Gauss s and Stoke s Theorem; 4. Fourier Series. Vol. III: 1. Mathematical Logics; 2. Set Theory; 3. Successive Differentiation; 4. Jacobians; 5. Partial Differentiation; 6. Theoretical Distributions; 7. Probability; 8. Correlation Analysis. Vol. IV: 1. Solution of Cubic Equations; 2. Difference Equations; 3. Transformation of Equations; 4. Solution of Biquadratic Equations. Vol. V: 1. Tabulation, Classification and Graphic Presentation; 2. Binomial and Normal Distributions; 3. Multinomial and Poisson Distributions; 4. Probability; 5. Regression and Correlation Analysis. Vol. VI: 1. Analytic Functions; 2. Calculus of Residues; 3. Complex Variable; 4. Zero of an Analytic Function; 5. Complex Integration.
Author: Angela Horrison-Collier Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 168
Book Description
Author's abstract: The causes of the teacher shortage are complex; however, the retention of special education teachers is a significant contributor to this shortage. Some research has indicated that up to 9.3 % of special education teachers leave the field at the end of their first year of teaching and 7.4 % move to general education yearly. Therefore, school districts face a continuous cycle of recruitment, hiring, and induction. Because of the pivotal value of retention, school districts and site level education leaders must take proactive steps to reduce the retention rate. The research on teacher retention indicates factors such as salary, support; mentoring, responsive induction programs, deliberate role design, positive work conditions, and professional development positively affect retention. This mixed methods was an examination of data from the 2007-Georgia Teacher Survey (Department of Research and Evaluation at the Georgia Professional Standards Commission) to establish a link between mentoring, job satisfaction, and the retention of special education teachers. Logistic regression analysis was used to evaluate the influence of mentoring and job satisfaction on the outcome variable of interest, teacher retention. A sociocultural frame work was used draw the following conclusions: mentoring is most effective when it provides opportunities in the learning community for mentors and mentees to meet and share ideas with colleagues in a similar content area; relationships and support is the ultimate determining factor regarding intent; mentoring and job satisfaction can impact the intent to remain in the profession based on race, gender, and number of years teaching, for special education teachers.
Author: Sophia Winston Eldred Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
Objective: The purpose of the current mixed-methods study was to examine self-efficacy and job satisfaction in general education and special education teachers of students with ASD. Method: Using a concurrent mixed methods research design, the quantitative portion of the study examined reports of self-efficacy pertaining to teaching students with ASD and job satisfaction from both general and special education teachers of students with ASD, and examined potential correlates to these constructs such as occupational stress, social support, knowledge of ASD, and school resources. The qualitative portion of the study employed semi-structure interviews to examine what factors influence teachers self-efficacy and job satisfaction. Results: Results revealed no significant differences in self-efficacy, job satisfaction, occupational stress, perceived social support or knowledge of ASD between general and special education teachers and no significant relation between self-efficacy and occupational stress, social support and school resources. However, analyses examining the potential relation of these variables with job satisfaction revealed statistically significant correlations between teachers job satisfaction and social support and their job satisfaction and levels of occupational stress. The qualitative data for the current study revealed four overarching themes related to overall teacher well-being: the impact of knowledge, experience and training; the importance of support; the impact of occupational stress; and the intrinsic rewards of teaching as protective factors. Following standard mixed methods methodology, quantitative and qualitative data was integrated and discussed.
Author: Robert Bergeron
Author: Robert Bergeron
Author: Mary Beth Hendricks
Author: Helen M. G. Watt
Author: Grace Mei-Ying Shang
Author: Donna Jean Ragan Poskas
Author: G.L. Reddy
Author: Sharmon B. Wilkinson
Author: Linda Jean Wells
Author: Angela Horrison-Collier
Author: Sophia Winston Eldred