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Full-Text Articles in Education
Block Scheduling: The Effects Of Extended Periods Of Class Time On Student And Teacher Perceptions Of The Instructional And Professional Climate Of A Secondary School, Joanne Patrice Kenny
Block Scheduling: The Effects Of Extended Periods Of Class Time On Student And Teacher Perceptions Of The Instructional And Professional Climate Of A Secondary School, Joanne Patrice Kenny
Seton Hall University Dissertations and Theses (ETDs)
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The Relationship Between School Counselor's Perception Of A Supportive School Climate And Reported Level Of Job Satisfaction, Kimberly A. Nelson
The Relationship Between School Counselor's Perception Of A Supportive School Climate And Reported Level Of Job Satisfaction, Kimberly A. Nelson
Theses
The purpose of this study is to determine the relationship between a school counselor's perception of a supportive school climate and reported level of job satisfaction. School climate was determined using the School Climate Scale, while job satisfaction was determined using the Minnesota Satisfaction Questionnaire. Participants in this study were randomly selected from a list of all counselors employed in a school counseling position as of January 1998, obtained from the Missouri Department of Elementary and Secondary Education. Analysis of the data was completed using the Pearson r to assess the correlation between school climate and job satisfaction.
Teacher Perception Of Their Authority And Responsibility For School-Wide Discipline And Its Effect On School Climate, Dale Weinbach
Teacher Perception Of Their Authority And Responsibility For School-Wide Discipline And Its Effect On School Climate, Dale Weinbach
Seton Hall University Dissertations and Theses (ETDs)
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The Perceptions Of Administrators And Teachers Regarding The Features Of Alternative Schools In Georgia, Leslie Mcaffee
The Perceptions Of Administrators And Teachers Regarding The Features Of Alternative Schools In Georgia, Leslie Mcaffee
Legacy ETDs
The purpose of the study was to determine the perceptions of administrators and teachers at alternative schools in Georgia of the importance of identified key program features of these schools by comparison with the existence of these features at their own schools. All administrators and teachers at all 117 alternative schools in Georgia that serve disruptive students were mailed surveys for this study. Fifty-six percent of the schools returned completed surveys. Teachers and administrators were asked to rate the importance of 40 features of alternative schools and the existence of these features in their respective alternative schools. Each feature belonged …