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dc.contributor.authorMilne, Sharon W.en_US
dc.date.accessioned2009-07-09T18:38:49Z
dc.date.available2009-07-09T18:38:49Z
dc.date.issued1985-07-09T18:38:49Z
dc.identifier.urihttp://hdl.handle.net/10464/1933
dc.description.abstractEach of the forty Toronto Board of Education behavioural teachers was matched as closely as possible .with a regular cIassroom teacher from the same schooI, 0f the same sex, and teaching approxiately the same age group of chiIdren. A II of these teachers were sent a questionnaire (based on Herzberg's model) whose content reflected various aspects of job satisfaction or dissatisfaction. Demographic data was also gathered to be used in the study for examining correlations between satisfaction and various factors . T 10 additional questions were asked regarding factors that IOU Id influence the i r staying or Ieaving and one question was asked about lIerit pay . Chi Square tests and t-tests were conducted on the results. The majority of each group of teachers was very satisfied with their job while the behavioural teachers were significantly more satisfied than the regular teachers. Intrinsic factors played a more signi ficant role than did extrinsic ones. The demographic factors couId be found to be predictors of job satisfaction or dissatisfaction.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectJob satisfaction.en_US
dc.subjectTeachers--Psychology.en_US
dc.subjectTeachers--Ontario--Toronto.en_US
dc.subjectSpecial education teachers--Ontario--Toronto.en_US
dc.titleJob satisfaction and dissatisfaction : comparison of behavioural and regular classroom teachersen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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