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1.
Vicki J. Rosser 《Higher Education》2004,48(3):317-337
A national study was conducted toexamine the quality of midlevel leaders'worklife, satisfaction, morale and theirintentions to leave. The study included 4,000midlevel leaders who were randomly selectedfrom a total national population of 11,300 fromboth public and private institutions withinfive Carnegie classifications (e.g.,Doctoral/research-extensives and intensives,Baccalaureate generals and Liberal arts) acrossthe United States. Three separate mailingsyielded 2,000 responses for a 50 percent returnrate and 1966 useable surveys. Midlevel leadersare defined as academic or non-academic supportpersonnel within the structure of highereducation organizations (e.g., directors andcoordinators of admissions, institutionalresearch, registrars, computing and technology,human resources, alumni affairs, studentaffairs, placement and counseling services,financial aid, development and planned giving).This national study proposes: (1) to examinethose demographic characteristics and worklifeissues that may have an impact on theperceptions of midlevel leaders' morale,satisfaction and intent to leave; and (2) todemonstrate the role satisfaction and moralehas on midlevel leaders' intentions to stay orleave their current position or career. Thefindings indicate that individual perceptionsof midlevel leaders' professional andinstitutional worklife are powerful variablesthat have an impact on their satisfaction,morale, and turnover intentions. 相似文献
2.
Altay Eren 《The Australian Educational Researcher》2017,44(3):275-297
Exploring the direct and indirect effects of pre-service teachers’ sense of personal responsibility on their professional aspirations through affective (i.e., career choice satisfaction) and cognitive (i.e., time perspectives) variables may enable teacher educators and policy makers to better describe the factors influencing teacher development in an era of teacher accountability. Indeed, current teacher accountability movements rather neglect the ‘teacher’ as a person who has professional aspirations, a sense of personal responsibility, career choice satisfaction and time perspectives within which these professional aspirations are contextualized and/or interpreted/reinterpreted. This indicates that it is important to consider pre-service teachers’ professional intentions together with their sense of responsibility, professional satisfaction, and time perspectives in order to inform current accountability movements more comprehensively. Thus, the current study examined whether pre-service teachers’ sense of personal responsibility, time perspectives, and career choice satisfaction were significantly related to their professional aspirations, with a particular focus on the mediating roles of their time perspectives and career choice satisfaction. A total of 511 pre-service teachers voluntarily participated in the study. Correlation, multiple regression, and structural equation modeling analyses were conducted in order to analyze the data in a comprehensive manner. The results showed that aspects of pre-service teachers’ sense of personal responsibility were significantly and positively related to their professional aspirations, career choice satisfaction, and future time perspective. The results also showed that career choice satisfaction and future time perspective played significant mediating roles in the relationships between personal responsibility and professional aspirations. Notably, the mediating role of career choice satisfaction was stronger than that of the mediating role of future time perspective. Overall, the results of the study reveal that the correlational patterns, derived from the links between pre-service teachers’ sense of personal responsibility, career choice satisfaction, future time perspective, and professional aspirations, have clear potential to inform teacher educators and policy makers regarding the factors influencing pre-service teachers’ engagement with the teaching profession and professional development aspirations. 相似文献
3.
Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction 总被引：1，自引：4，他引：1
Despite the importance of faculty retention, there is little understanding of how demographic variables, professional and institutional worklife issues, and satisfaction interact to explain faculty intentions to leave at a national level. Using the National Study of Postsecondary Faculty (NSOPF:1999) database, this study proposes (a) to extend our previous conceptualization and understanding of those issues that comprise the dimensions of faculty worklife, satisfaction, and intentions to leave, (b) to examine relationships between these three dimensions, and (c) to determine the extent to which demographic variables and the quality of worklife have an impact on satisfaction, and faculty members' intentions to leave. Using structural equation modeling, the findings indicate that the perceptions faculty members have of their worklife have a direct and powerful impact on their satisfaction, and subsequently their intentions to leave. That is, a combination of worklife perceptions of faculty members' professional and institutional issues and satisfaction initiates individuals' behavioral intentions and the desire to leave for another position and/or career alternative. 相似文献
4.
This article centres on teacher retention and its importance for achieving quality education for all. It analyses the state of early career teaching attrition and turnover in Chile over a ten-year period, and goes on more closely to the study of new teacher trajectories over their first two years of teaching. In line with literature on issues of retention/attrition it considers the impact of school conditions and changes in professional satisfaction and self-efficacy perceptions in the early years of teaching. Data sources include econometric analysis of existing databases as well as surveys, interviews and narratives. Quantitative results indicate high attrition rates of early career teachers in Chile, and teacher narratives show “critical” as well as “protective” conditions that foreshadow decisions to leave or the stay in the profession. 相似文献
5.
This article investigates factors related to the intention to leave the university job among Norwegian university staff. Its main conclusions are: among staff intending to leave their institution, colleagial relations (i.e. relations between colleagues) constituted the clearest reason to leave. General job satisfaction did also rather strongly predict intention to leave. The study showed that staff who found their work less intrinsically satisfying than others more often intended to leave their institution. The salary or the economical resource situation did not influence intention to leave or stay. 相似文献
6.
A causal model of faculty turnover intentions 总被引：2，自引：2，他引：2
John C. Smart 《Research in higher education》1990,31(5):405-424
A causal model is proposed and estimated to assess the relative influence of individual attributes, institutional characteristics, contextual-work environment variables, and multiple measures of job satisfaction on the intentions of faculty to leave their current institutions. Special attention is given to similarities and differences among variables in the model for tenured and untenured faculty. Regardless of tenure status, younger faculty, those at institutions that have experienced decline and that have more autocratic forms of governance, and those that have lower levels of organizational and career satisfaction are more likely to leave their institutions. Being a male, spending more time on research, and having a stronger record of scholarly productivity are positive influences on the intentions of tenured faculty to leave their institution, while salary satisfaction is an influential variable only for nontenured faculty. The research and policy implications of these findings are discussed.
Source of data: Carnegie Surveys of Undergraduates and Faculty. Copyright 1985, The Carnegie Foundation for the Advancement of Teaching, 1985. 相似文献
7.
ANNE-LISE BERBERAT MARCEL L. GOLDSCHMID 《European Journal of Engineering Education》1989,14(3):301-314
This paper reports some of the key findings of a large-scale study of the professional success of over 800 engineers and architects who graduated from the Swiss Federal Institute of Technology in Lausanne between 1946 and 1987. In the first phase of the project, a questionnaire was designed to elicit their responses with respect to the quality of their university training, the reasons they chose engineering as a field of study, their experience and activities at the university, their postgraduate training, their actual professional activities (relative importance and satisfaction), their work experience and conditions, their personal qualities, influence of important life events in their career, their defintion of professional success, as well as important demographic data (including status, income, number of subordinates, type of work, etc.). Data on their academic performance (mean grades in theoretical and practical subjects, overall Grade Point Average, etc.) while at the university were collected from the registrar's files. The results confirmed our hypotheses: grades are unrelated to professional success and internal satisfaction is more important than are external criteria in the definition of professional success. Post-diploma training, life events and especially personal qualities determine the engineers’ professional career. Many interesting findings also emerged with respect to their evaluation of their actual professional activities, their university training, choice of major and of their professional satisfaction. 相似文献
8.
This article describes how a small private business school, accredited by the Association to Advance Collegiate Schools of Business, reengineered its career services programme to become a premier programme in the United States. Drawing on theory of involvement, the research gives business schools a strategy to improve business career placement through capital support, student engagement, corporate engagement, alumni engagement, faculty engagement and continuous improvement initiatives. Further, two major outcome categories (i.e. supportive outcomes and end outcomes) are identified and various measures are discussed. Supportive outcomes indicate growth in the number of on-campus business recruiting career events, high internship evaluations by internship supervisors and significant increase in students’ satisfaction with career services. End outcomes provide strong evidence for placement rate success with a 98% career placement rate for the past four years, significant increase on mean starting salaries of graduates across the years following the implementation of the strategic changes, improved quality of positions attained by graduates, and professional success of alumni in their positions. The impact of strategic changes on school ranking, enrolment and donor support are also discussed. The research proposes a model of student career success and identifies various elements influencing the success of such programmes. 相似文献
9.
张瑞华 《陕西教育学院学报》2012,28(4):73-76
调查发现,高职生的职业成熟度总体水平属于中等程度,专业学习对高职学生职业成熟度的影响很大.专业类型、专业认知、专业满意度不同的学生其职业成熟度呈现不同程度的差异.在高职教育中应针对不同均专业类型特点、结合专业教学开展职业发展教育. 相似文献
10.
In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. 相似文献
11.
A growing number of postdoctoral academics cite stressful working conditions for considering abandoning their studies and leaving the academic profession entirely before they obtain a tenured position. This paper identifies the mechanisms by which work stress influences postdocs’ intentions to leave academia. Based on Schaubroeck et al.’s (1989) stress-turnover-intention model, we propose a professional turnover-intention model that includes both the effort-reward imbalance model as a comprehensive measure of work stress and affective professional commitment. The research model is tested using structural equation modeling (SEM) and data from 421 postdocs. The results show significant support for the hypothesized effects. In particular, a three-path-mediated effect is found from work stress to the intention to leave academia via strain and job satisfaction. Additional analyses reveal significant gender differences: The relationship between overcommitment and strain is stronger for female postdocs than it is for male postdocs, and the direct link between work stress and the intention to leave academia applies only to female postdocs. Further, job satisfaction fully mediates the relationship between affective professional commitment and the intention to leave academia. Thus, we provide a model on an academics’ professional turnover intention that goes beyond previous research by incorporating two important mediators, strain and job satisfaction. We also confirm the relevance of affective professional commitment to professional turnover intentions in the realm of academia. Specific policy recommendations for retaining more postdocs in academia are given. 相似文献
12.
Ashadi Ashadi 《教育政策杂志》2013,28(6):727-741
AbstractHigh-stakes testing regimes, in which schools are judged on their capacity to attain high student results in national tests, are becoming common in both developed and developing nations, including the United States, Britain and Australia. However, while there has been substantial investigation around the impact of high-stakes testing on curriculum and pedagogy, there has been very little research looking at the impact on teachers’ professional opportunities. The current project used a case study approach to examine the impact a high-stakes national testing programme had on teachers’ access to professional learning and their teaching allocations in four Indonesian public schools. It found that better qualified teachers were allocated to classes that would be sitting for the national examinations, and that these teachers were given much more access to professional learning opportunities than those teaching non-examined year levels. This in turn impacted negatively on the staff morale of less qualified teaching staff and potentially on their career trajectories. Findings suggest that school leaders should be wary of targeting better qualified and/or more experienced staff to year levels sitting for high-stakes tests, as this may lead to staff stratification within schools, limiting opportunities for staff to learn from one another and reducing the morale of less qualified and less experienced staff. They also add support to a substantial body of research that suggests policy-makers should be wary of the flow-on effects of using performance in high-stakes tests as the key means of judging school effectiveness. 相似文献
13.
14.
The academic "hurdle race": A case study 总被引：1，自引：0，他引：1
This study analyzes the career patterns of a cohort of faculty members in a large Israeli university and shows that women constitute a small minority in that university, and that their rank advancements are fewer, slower, and lower than men's. We examine three possible explaining mechanisms: (a) "Thresholds" - according to which after women cross a certain barrier, differential career development on the basis of gender disappears or is, at least, greatly reduced. (b) "Ceilings" - according to which women's advancement is curbed before they reach the highest rank. (c) "Hurdles" - according to which women, as compared to men, are confronted by more obtrusive barriers at each step of the academic career. We found that no threshold could be detected after which gender differences are reduced and that the ceiling effect may be a by-product of women's extended career paths. Rather, the analysis of the case study suggests that women's career trajectories are characterized by "hurdles", i.e., at each rank they stay longer and their advancement probability is lower than men's even when their publication rates are taken into account. 相似文献
15.
Faculty retention is of increasing importance in the current economic climate. We examined the role of an institution’s environmental conditions (e.g., climate, collegiality, and administration) in faculty well-being (i.e., job satisfaction, intent to leave, emotional and physical health). Women reported significantly lower well-being and a more negative perception of all environmental conditions than men. Intriguingly, for both men and women, the more institutional support perceived by faculty members for work-life integration, the more positive their well-being. Policies that support work-life integration, often viewed as merely a “women’s issue,” may encourage the retention of both men and women faculty members. 相似文献
16.
Twenty-four members of the academic staff of an Australian university were interviewed in 1979 in order to seek their views on the ways in which their professional lives were being affected by the current recession in higher education. Their responses have been drawn upon to construct a picture of how this group of university teachers perceive their working environment and their own place within it. The comments cluster around seven topics: teaching, students, research, colleagues, career prospects, the university, and the quality of academic life. It is concluded that the responses suggest that there is a widening gap between academic ideals and institutional realities and that this will have a strongly negative effect upon the morale of the profession. 相似文献
17.
By considering the mediating roles of efficacy beliefs, this study examined whether pre-service teachers' ethical stances on student-related unethical teacher behaviors significantly differed according to the levels of their professional commitment when they received bogus negative feedback for their teaching competencies. Pre-service teachers (n = 128) were assigned to either experimental groups (i.e., high commitment-negative feedback/low commitment-negative feedback) or control groups (i.e., high commitment-no feedback/low commitment-no feedback). The results revealed that pre-service teachers' ethical stances on unethical teacher behaviors significantly differed according to their professional commitment. Notably, this result was significantly explained by the mediating roles of efficacy beliefs. 相似文献
18.
John C. Smart 《Research in higher education》1989,30(4):387-401
The central purpose of this study was to determine the relationship between organizational decline and three domains of effectiveness (i.e., academic, morale, and external adaptation) in private colleges and universities. The study differed from earlier inquiries in terms of its measurement of the organizational decline construct and its reliance on faculty perceptions of organizational effectiveness. The results clearly demonstrate that the relationship between decline and effectiveness is not uniform across the three types of private institutions (i.e., Research Universities, Comprehensive Colleges, Liberal Arts Colleges). For example, organizational decline has a negative effect on effectiveness in the academic domain only at Liberal Arts Colleges. Similarly, the magnitude of decline necessary to have a negative effect on effectiveness varies among the three institutional types. The implications of these findings for future research and for the management of decline in private higher education are discussed. 相似文献
19.
英格兰中小学教师专业标准:内容、特征与意义 总被引：1，自引：0，他引：1
新近出台的《英格兰中小学教师专业标准》框架在教师专业特质、专业知识与理解、教学技能三大领域提出了明确而详细的要求。它涵盖中小学教师的每一专业发展阶段,具有渐进性的特征。同时,它也具有包容性的特征,体现了专业技能熟练模式、反思性实践模式的教师专业发展模式的要求。《标准》集中体现了教师专业素养的内核,对于我国教师专业标准的制订和深化我国教师教育改革具有重要的启示意义。 相似文献
20.
Katalin Szelényi Nida Denson Karen Kurotsuchi Inkelas 《Research in higher education》2013,54(8):851-873
Using data from the 2004–2007 National Study of Living Learning Programs, the only national dataset offering longitudinal information on outcomes associated with living-learning (L/L) program participation, this study investigated the role of L/L programs and other college environments in the professional outcome expectations of women in science, technology, engineering, and mathematics (STEM) majors. Specifically, we examined an overall measure of professional outcome expectations, along with participants’ anticipation of the chances that they will “get a good job in their field,” “achieve success in their career,” and “combine a professional career with having a balanced personal life.” Findings indicated that attending a coeducational STEM L/L program and discussing academic and career issues with peers were positively related with three of the outcome measures. Additional findings spoke to the importance of self-efficacy and interactions with diverse peers in the development of professional outcome expectations among women in STEM. Implications are presented for higher education institutions’ efforts to support coeducational and women-only STEM-related L/L programs, peer and faculty interactions, and diverse peer interactions. 相似文献