The purpose of this descriptive-correlational study was to describe the amount of variance in faculty member's overall level of job satisfaction explained by Herzberg, Mausner, and Snyderman's (1959) job motivator and hygiene factors. Additionally, the study sought to investigate the suitability of a one-item versus a multi-item measure of overall job satisfaction. The faculty were generally satisfied with their jobs. However, female faculty members were less satisfied than male faculty members. The factor "work itself" was the most motivating aspect for faculty. The least motivating aspect was "working conditions." The demographic characteristics were negligibly related to overall job satisfaction. All of the job motivator and hygiene factors were moderately or substantially related to overall job satisfaction. The factors "recognition," "supervision," and "relationships" explained the variability among faculty members' overall level of job satisfaction. The one-item measure of overall job satisfaction was not different from a multi-item measure of overall job satisfaction.
The purpose of this study was to examine changes in teacher self-efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University. Of the 34 individuals who student taught, 17 entered the teaching profession. The researchers utilized the Teachers Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001) to assess the individuals in the study four different times; at the conclusion of student teaching, and the conclusion of their first, second and third years of teaching. No previous research exists in agricultural education that tracks the changes in teacher self-efficacy from student teaching through the third year of teaching. Individuals reported the lowest levels of teacher self-efficacy at the end of their first year of teaching and the highest levels at the conclusion of their student teaching experience. Participants reported the lowest levels of teacher self-efficacy in the student engagement domain in each of the assessments. The results of this study support previous research conducted with teacher education candidates. However, as this research continues the assessment of teacher self-efficacy through the beginning years of teaching, the researchers recommended more thorough and comprehensive study.
This descriptive correlational study examined the relationships between teacher immediacy and student motivation. Specifically, verbal and nonverbal independent variables were compared with dependent traits of expectancy-value and approach-avoidance motivation. Students selfreported perceived levels of instructor immediacy and self-rated their resulting motivation. The measures of verbal and nonverbal immediacy showed a substantial positive correlation with each other; nonverbal immediacy and expectancy-value evidenced a moderate association. In addition, approach showed a moderate positive correlation with avoidance. Results indicated immediacy does have an association with motivation, specifically nonverbal with expectancyvalue. Students also indicated a difference in immediacy between professors and graduate students. These differences yield important insight into ways instructors can analyze and reflect on classroom communication methods. This study provides useful, descriptive data indicating the need and direction for future research.
Each teacher is unique in many ways. Teachers vary from one another in such characteristics as learning style, teaching style and personality style. Research has been conducted in several teacher education disciplines with regard to the selected teacher characteristics of learning style (
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