An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers
The major purpose of this study was to determine if participation in educational decision-making affected teacher productivity and teacher satisfaction. The data collection took place in April and May, 1976, using a six part questionnaire. Twenty-five high schools were randomly selected along the ea...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
Memorial University of Newfoundland
1978
|
| Subjects: | |
| Online Access: | https://research.library.mun.ca/8593/ https://research.library.mun.ca/8593/1/Penney_GregoryStephen.pdf |
| Summary: | The major purpose of this study was to determine if participation in educational decision-making affected teacher productivity and teacher satisfaction. The data collection took place in April and May, 1976, using a six part questionnaire. Twenty-five high schools were randomly selected along the east coast of Newfoundland. This represented a total teacher sample of three hundred and fifty-eight. In all, two hundred and eighty, or 78.2 percent, responded. -- The data analyses consisted of factor analyses and Pearson product-moment correlations. The two hypotheses tested were: -- 1. There is an inverse relationship between friction point rating (FPR) identified by teachers and their Job Satisfaction. -- 2. An inverse relationship exists between friction point rating (FPR) and Teacher Productivity. -- The results of the bivariate analyses were negative; therefore, both hypotheses were rejected. However, the study revealed four major findings. They may be summarized as follows: (1) Three friction point areas emerged: classroom management, curriculum, and staff hiring and evaluation. (2) A teacher’s effort is significantly related to his intrinsic commitment to teaching. (3) There was a significant relationship between the friction point rating in the area of curriculum and a person’s satisfaction. Finally, (4) there was a significant relationship between a person’s self concept of his teaching ability and the friction point area classroom management. |
|---|