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The Perceived Influence Of Value-Added Metrics On Urban Middle School Teachers’ Job Satisfaction And Motivation, Angela Jones
The Perceived Influence Of Value-Added Metrics On Urban Middle School Teachers’ Job Satisfaction And Motivation, Angela Jones
Walden Dissertations and Doctoral Studies
Value-added metrics or models (VAMs) are an important component of the teacher evaluation process that evaluators use to determine the value teachers add to their students’ academic achievement. VAMs are used to arrive at a score that is derived from the number of the teachers’ students who pass and/or fail a standardized assessment. While prior research has focused on VAMs with respect to impact on student success and performance, little is known about how teachers experience the implementation of these metrics and how those experiences may influence teachers’ job satisfaction and motivation. The purpose of this interpretive qualitative study was …
Servant Leadership And Job Satisfaction As Moderated By Workplace Spirituality, Shellie Kae Mcnabb
Servant Leadership And Job Satisfaction As Moderated By Workplace Spirituality, Shellie Kae Mcnabb
Walden Dissertations and Doctoral Studies
Job satisfaction has been the focus of scholars for decades. Employers must create a workplace where the employee receives more than a paycheck. Servant leaders speak directly to the decisive leader-follower relationship. Workplace spirituality is a place where the employee is a valued part of the membership. Combining the three elements may answer the current problem of the aligning of business goals with employee needs. Existing research supports that servant leadership enhances job satisfaction. Researchers have demonstrated that the employee lead by example is more content. Missing are the contexts where these workers excel. The purpose of this study was …
Comparing Job Satisfaction Between Certified And Noncertified Substitute Teachers, Katie Schkolenko
Comparing Job Satisfaction Between Certified And Noncertified Substitute Teachers, Katie Schkolenko
Walden Dissertations and Doctoral Studies
A rural, mid-sized district is experiencing great difficulty in the recruitment and retention of substitute teachers despite increased recruitment efforts. Such difficulty has resulted in numerous disruptions to the educational process. Despite their integral role in the educational process, research on substitute teachers remains absent from the literature. The purpose of this quantitative study was to assess the job satisfaction of substitute teachers with regard to differences between the two subgroups of certified and noncertified substitute teachers. This study was based on the two-factor theory. The research questions addressed the overall job satisfaction of substitute teachers, whether teacher job satisfaction …
The Effects Of Competency On Job Satisfaction For Professional Counselors When Providing Court Testimony, Joshua David Francis
The Effects Of Competency On Job Satisfaction For Professional Counselors When Providing Court Testimony, Joshua David Francis
Walden Dissertations and Doctoral Studies
Professional counselors experience increasing levels of ethical complaints when they provide opinions in child custody cases; the complaints question their competency levels and potentially affect job satisfaction. The purpose of the study was to determine any relationship between competencies and job satisfaction for 277 counselors and 66 psychologists. The competence theory served as the foundation of the study. The quantitative study was a nonexperimental, correlational design using a closed-ended survey. A new, validated Professional Competence Standards Instrument (PCSI) measured both competency as the independent variable and job satisfaction as the dependent variable to assess if competency affected job satisfaction. E-mail …
Educators' Perceptions Of High-Stakes Testing In Low And High Poverty Schools, Natasha Marie Domond
Educators' Perceptions Of High-Stakes Testing In Low And High Poverty Schools, Natasha Marie Domond
Walden Dissertations and Doctoral Studies
Since the development and implementation of the No Child Left Behind Act (NCLB) of 2002, educators have received pressure from local, state, and federal policyholders for students to achieve academically and for schools to make adequate yearly progress to avoid state and federal sanctions. The purpose of this study was to examine educators' perceptions of the effects of high-stakes testing and the accountability policies in high poverty and low poverty schools. The theoretical frameworks were conservation of resources theory, jobs demands-resources model, and job autonomy and control theory. Research questions focused on understanding educators' perception of high-stakes testing regarding curricula, …