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Job satisfaction and dissatisfaction : comparison of behavioural and regular classroom teachers

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dc.contributor.author Milne, Sharon W. en_US
dc.date.accessioned 2009-07-09T18:38:49Z
dc.date.available 2009-07-09T18:38:49Z
dc.date.issued 1985-07-09T18:38:49Z
dc.identifier.uri http://hdl.handle.net/10464/1933
dc.description.abstract Each 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject Job satisfaction. en_US
dc.subject Teachers--Psychology. en_US
dc.subject Teachers--Ontario--Toronto. en_US
dc.subject Special education teachers--Ontario--Toronto. en_US
dc.title Job satisfaction and dissatisfaction : comparison of behavioural and regular classroom teachers en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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