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...
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Memorial University of Newfoundland
1978
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ftmemorialuniv:oai:research.library.mun.ca:8593 2023-10-01T03:57:37+02:00 An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers Penney, Gregory Stephen 1978 application/pdf https://research.library.mun.ca/8593/ https://research.library.mun.ca/8593/1/Penney_GregoryStephen.pdf en eng Memorial University of Newfoundland https://research.library.mun.ca/8593/1/Penney_GregoryStephen.pdf Penney, Gregory Stephen <https://research.library.mun.ca/view/creator_az/Penney=3AGregory_Stephen=3A=3A.html> (1978) An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers. Masters thesis, Memorial University of Newfoundland. thesis_license Thesis NonPeerReviewed 1978 ftmemorialuniv 2023-09-03T06:46:57Z 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. Thesis Newfoundland Memorial University of Newfoundland: Research Repository |
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Memorial University of Newfoundland: Research Repository |
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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. |
format |
Thesis |
author |
Penney, Gregory Stephen |
spellingShingle |
Penney, Gregory Stephen An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers |
author_facet |
Penney, Gregory Stephen |
author_sort |
Penney, Gregory Stephen |
title |
An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers |
title_short |
An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers |
title_full |
An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers |
title_fullStr |
An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers |
title_full_unstemmed |
An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers |
title_sort |
investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers |
publisher |
Memorial University of Newfoundland |
publishDate |
1978 |
url |
https://research.library.mun.ca/8593/ https://research.library.mun.ca/8593/1/Penney_GregoryStephen.pdf |
genre |
Newfoundland |
genre_facet |
Newfoundland |
op_relation |
https://research.library.mun.ca/8593/1/Penney_GregoryStephen.pdf Penney, Gregory Stephen <https://research.library.mun.ca/view/creator_az/Penney=3AGregory_Stephen=3A=3A.html> (1978) An investigation of the influence of participative decision-making on productivity and job satisfaction of high school teachers. Masters thesis, Memorial University of Newfoundland. |
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1778529427288752128 |