Suchergebnisse

The purpose of the study was to explore the work motivation among secondary school teachers. The table revealed that 23.67% secondary school teachers have low level of work motivation, 47% secondary school teachers have average level of work motivation and 29.33% secondary school teachers have high level of work motivation. 20% female teachers have low level of work motivation, 48% female teachers have average level of work motivation and 32% female secondary school teachers have high level of work motivation. Similarly 27.33% male secondary school teachers have low level of work motivation, 46% male secondary school teachers have average level of work motivation and 26.67% male secondary school teachers have high level of work motivation. 12% government secondary school teachers have low level of work motivation, 49.33% government secondary school teachers have average level of work motivation and 16% government secondary school teachers have high level of work motivation. Similarly 35.33% private secondary school teachers have low level of work motivation, 44.67% private secondary school teachers have average level of work motivation and 20% private secondary school teachers have high level of work motivation. There was no significant difference in the work motivation of male and female secondary school teachers. There was significant difference in the work motivation of government and private secondary school teachers.

Abstract
Career anchors represent the internal constellations of motives, needs and career goals of individuals. It is of great importance to identify person's career anchor and according to it, to design career management practices. Furthermore, if there is congruence between career anchor and job related characteristics, many positive outcomes such as job satisfaction, organizational commitment, low turnover intentions, etc. may emerge. The aim of this paper is to identify which one of nine defined career anchors is dominant career anchor of secondary school teachers as public sector employees and how they differ in terms of demographic factors such as gender, age and work experience. In order to achieve this goal, empirical research was conducted using a sample of 44 secondary school teachers from one town. The descriptive statistic's results indicated that the dominant career anchor of secondary school teachers is security – job tenure, followed by service and lifestyle career anchors. Non-parametric tests were applied for the assessment of statistically significant differences between demographic groups. Female teachers and teachers between 41 and 50 years expressed higher levels of importance of security – job tenure career anchor, but teachers with work experience lesser than 15 years showed higher levels of importance of security – geographic. The findings of this study add new contribution to the literature and career management practices in Serbia.

The purpose of the research was to study the Diversity in Managerial Skills of SecondarySchool Teachers. 200 teachers of Secondary Schools of Jalandhar District were taken assample for the study. Purposive Sampling technique was used for sampleselection. 20 secondary schools fromJalandharDistrict were randomly selected. From these schools a sample of 100 government and 100 private school teachers was taken. Purposive method of sampling was used to select 10 teachers from each school.The collected data was analyzedby employing statistical techniques like mean, standard deviation and t- test .The results ofthe research show that there was significant difference in managerial skills of Private and Government school teachers.

Abstract: In the present study an attempt is made by the investigators to study the value patterns of secondary school teachers of East Delhi. 80 secondary school teachers from 6 government schools were drawn by employing simple random techniques. The value of the sample was assessed using Teacher Value Inventory (TVI) constructed and standardized by Dr. Harbhajan.L.Singh and Dr. S.P.Ahluwalia (2008). It was hypothesized that there is no significant difference on the value pattern of teachers on the selected values. The obtained data were quantitatively analyzed by using descriptive and inferential statistics. The study revealed that no significant difference were found in the mean scores on teachers value dimensions-Theoretical ,Economic , Aesthetic and Social Values, while significant difference were found in Political and Religious Values.

The study aimed at exploring the public sector secondary school teachers' perceptions for development of democratic values and strategies to improve the democratic system and attitudes toward democracy. Sixty secondary school teachers were selected as a sample. The qualitative data in the form of interview responses were collected to explore teachers' perceptions about democracy, problems in the smooth running of democracy and remedies to these problems. Five-point Likert-type attitude toward democracy scale (ATDS) was developped to assess the attitude of secondary school teachers toward democracy. The data were analysed by applying one sample t-test. The study provide discussion at concusions drawn about democratic values and attitude of teachers toward democracy.

This paper investigated the challenges facing public secondary school teachers in Ogun State. Nigeria education is faced with lots of challenges which are so enormous and inhibit the meeting up with the advanced quality of education. The study adopted expectancy theory. Six (6) officials of the Ministry of Education, Science and Technology in Ogun State, the Teaching Service Commission, Ogun State and, six (6) executive members of Nigerian Union of Teachers and the Academic Staff Union of Secondary Schools were interviewed through key informant interview and in-depth interview respectively. Results revealed teachers were not satisfied with their pay and are not motivated by rewards in which the state played a prominent role in agitating for good wages and working condition for teachers. In addition, participants stated the drastic fall in federal allocation to the state which reduced by 60% as the reason for it. The study recommended that the government should allow principals, vice principals and experienced teachers direct the affairs and activities in the Ministry of Education, Science and Technology and TESCOM, Ogun State.

The study examined the various sources of stress among teachers of secondary schools in Ekiti State. It also examined the coping strategies of these teachers with stress. The descriptive research design of the survey type was used for the study. The population consisted of all the teachers in public secondary schools in the State. The sample was however made up of 180 teachers from 20 secondary schools across the three senatorial districts of the State. Stratified and simple random sampling techniques were used to select the sample. A self-designed instrument tagged 'Stress Among Teachers' Questionnaire (SATQ) which was validated by research experts in Tests and Measurement was used to collect data for the study. A test-retest method of reliability was used and a reliability coefficient of 0.79 was got using the Pearson product moment correlation. The data collected were analysed using percentage score and Pearson Product Moment Correlation. The study revealed that poor working conditions, poor relations with superordinates and late payment of teachers' salaries were major sources of stress among teachers in the state. The study also revealed that organising one's time effectively is the main strategy of coping with stress among the teachers. The study further revealed a significant relationship between sources of stress and the teaching effectiveness of the teachers. Based on the findings of the study, it was recommended that government should improve the working conditions of the teachers through better pay and some other social facilities. It was also recommended that teachers should make good use of their time as well as relate cordially with their super-ordinates and colleagues. DOI:10.5901/jesr.2013.v3n2p311

Strong and healthy collegial relationships among educators is believed to be a vital element inenhancing school effectiveness and school improvement. Numerous benefits from teacher collegialityhave been reported as evidence of the need for building a more effective collegial culture in schools.Regrouping among teachers to promote collaboration in teaching and new configurations of teachercollegiality constitute integral parts of constructive schools (Johnson, 1990). However, in spite of itsnumerous benefits, collegiality is still a rare element in most schools (Bruffee, 1999; Heider, 2005).This article elucidates some of the common barriers to collegiality among school teachers.