Questions research from a number of countries which suggests that following an initial high level of job satisfaction, headteachers experience a diminution of job…
Questions research from a number of countries which suggests that following an initial high level of job satisfaction, headteachers experience a diminution of job satisfaction over time‐in‐post. Using a grounded theory approach based on interviews with 39 secondary headteachers in the North East of the UK, identifies a number of satisfiers and dissatisfiers , an analysis of which indicates that while there is an initial high level of satisfaction, this would appear to dip before rising once again. Focuses mainly on the satisfiers and dissatisfiers experienced by the headteachers according to the time they have been in post. Explains in a detailed examination, the pattern indicates the need for support of headteachers in mid‐career if we are to avoid the loss of experienced staff as a result of early retirement.
This paper describes the nature of burnout among teachers, examines the differences in burnout between teachers and school‐based administrators, and explores the extent to which specific work factors predict teacher burnout. Teachers were experiencing less Emotional Exhaustion and Depersonalization burnout, but more Personal Accomplishment burnout than other helping service professionals. Their levels of Emotional Exhaustion and Personal Accomplishment burnout were higher than those for administrators. Both job satisfaction and job challenge were significant predictors of each burnout sub‐scale. The findings indicate that burnout is both the result of organizational factors such as work load, as well as the result of failure of the job to satisfy the motivational needs of teachers to be challenged and rewarded by their work. These results dispute some established research findings, and contribute new evidence to the growing data base on educator burnout.
The increasing incidence of educator stress and burnout is cause for concern. Nonetheless, the findings of this Canadian‐based study indicate that school principals are…
The increasing incidence of educator stress and burnout is cause for concern. Nonetheless, the findings of this Canadian‐based study indicate that school principals are experiencing less than average levels of Emotional Exhaustion and Depersonalization burnout, and an average level of Personal Accomplishment burnout. Work conditions most likely to contribute to burnout were work stress, work overload, a deteriorating sense of status and recognition, and unsatisfactory interpersonal relationships. The implications of the study are discussed in terms of both individual and organizational factors.
The purpose of this study is to provide new insights into the link between market orientation (MO) and strategic performance by disaggregating the MO construct. With a…
The purpose of this study is to provide new insights into the link between market orientation (MO) and strategic performance by disaggregating the MO construct. With a focus on responsiveness, a crucial element of MO, this research explores antecedents as well as outcomes in the strategic business units (SBUs) of MNCs. The decision-making structure of the firm was modeled as a moderator of the link between responsiveness and performance.
Survey data from upper level managers employed by 126 MNC SBUs representing 23 industries were collected.
The key findings indicate that: responsiveness mediates the link between intelligence generation and strategic performance; responsiveness also mediates the link between resource flexibility and strategic performance; and the link between responsiveness and strategic performance is moderated by the SBU's decision-making structure (i.e. centralization).
This study contributes to the conceptual precision of the composite construct MO, and also illustrates an avenue to increase strategic performance. Managerially, it provides managers with prescriptive suggestions for leveraging the value of the elements of MO with respect to the firm's decision-making structure.
This article employs a system analytic framework to categorize the available research literature on the politics of education in order to explain the inter‐relationship of…
This article employs a system analytic framework to categorize the available research literature on the politics of education in order to explain the inter‐relationship of private and public interests and of different levels in primary and secondary American schools. The objectives are several: to explain and develop the analytical framework of David Easton; to illustrate its heuristic utility by categorizing empirically‐based research within the components of that framework, and to suggest and encourage future research directions in the subject. Education has escaped application of traditional policy analysis in America because educators have convinced scholars and laymen that they are “non‐political,” a label which even most political scientists have accepted without challenge. However, during the 1960s, a few scholars in education and political science began to apply political analytical methods to public school conflict. This research has begun to change perceptions of education and to provide a beginning set of research projects whose data support tentative generalization about the policy‐making process and the total system of public schools. This orientation is bound to increase because of increasing national government intervention in local schools, both through integration and financial policies. These have provoked growing conflict locally over the proper direction of school policies. In this article, we see how such stress is transmitted in the form of “demands” and “supports” into the “political system”, that persistent social mechanism known in all societies in different forms provides an “authoritative allocation of values and resources”. The political system, in this case public school bodies, “converts” such “inputs” into “outputs” of public policy, which in their administration create outcomes which later cause a “feedback” into the political system as the material for new policy demands. For each component of this Eastonian system, this article examines relevant research, providing an extensive annotated bibliography. From this review, it is possible to suggest lines of needed research.
Despite the importance of principals' satisfaction with their school's performance (PSS), few empirical studies have addressed the components and predictors of principals'…
Despite the importance of principals' satisfaction with their school's performance (PSS), few empirical studies have addressed the components and predictors of principals' satisfaction with their school. The purpose of this study is to identify the most salient components of PSS among school satisfaction indices, districts' characteristics, and principals' demographics.
This study was a secondary data analysis of a survey of 431 principals in 29 school districts across the USA conducted by Harris Interactive, Inc. The researchers first identified reliable indices of PSS from the survey instrument responses. PSS was then regressed on districts' characteristics, demographic variables of the principals, and school satisfaction indices.
A total of 11 reliable PSS indices were identified. Negative student behavior, decision‐making involvement, and equipment and facilities indices significantly predicted PSS after district and demographic variables were controlled.
This study offers an explanation of the underlying dimensions of principals' satisfaction of their schools' performance. The findings suggest actions that principals should take in order to improve their school satisfaction and ultimately, school effectiveness.
Findings of studies on self‐appraisals conducted mainly innon‐educational settings indicate that self‐ratings are generouslyinflated, do not correlate with other sources…
Findings of studies on self‐appraisals conducted mainly in non‐educational settings indicate that self‐ratings are generously inflated, do not correlate with other sources, and show less reliability than ratings from counter‐positions. Reports on self‐appraisals in an educational setting using perceptions of teacher interns and their supervisors. Self – and supervisor appraisals were found to be significantly correlated, with self‐appraisals showing less leniency than corresponding supervisor appraisals. In addition, self‐appraisals were a better predictor of job satisfaction than supervisor appraisals.
The application of different models of organization to the study of schools is common in the literature on organizational theory. This literature distinguishes rational…
The application of different models of organization to the study of schools is common in the literature on organizational theory. This literature distinguishes rational models, such as the bureaucratic ideal type, from natural systems models, such as the concept of schools as loose‐coupled systems and the image of schools as political arenas. This article examines the extent to which some specially selected schools in Australia and New Zealand can be viewed as resembling certain organizational models. The article concludes that there is no one model which is suitable for describing schools although many of the different models described by theorists seem to be relevant to the schools studied. The article also seeks to isolate some of the factors that result in schools resembling certain organizational models rather than others.
Suggests that institutions of higher education in the USA encounter problems that are unique to the market environment. These problems include competition for resources…
Suggests that institutions of higher education in the USA encounter problems that are unique to the market environment. These problems include competition for resources, escalating costs, and resource constraints. In response to these problems, higher education systems within this kind of environment tend to borrow strategies from organizations operating under the most competitive environment ‐ the business sector. Discusses specific strategies adopted by institutions of higher education in North America. Examines how these strategies have affected the culture of higher education. Discusses the shift occurring between the consumerism‐ professorialism continuum. Calls for the need to understand the dual nature of higher education so that strategies can be selectively adapted.