Published by Meghan Doherty December 21st, at 8: Not surprisingly, nurses who earn more display higher levels of overall job satisfaction — but there are other important takeaways from this research.
We used focus group discussions to gather the data and qualitative methods to analyze the data collected.
We examined support for two ingoing hypotheses. Our first hypothesis was that participants would emphasize the importance of independent child activities, including play and types of interactions between teacher and child, in enforcing key lessons taught.
Results from our study supported this hypothesis as indicated by the three overarching categories that emerged from the data.
Our second hypothesis speculated that center-based programs would differ from family-based programs in that center-based educators would place more importance on a more structured, teacher-driven environment, and family-based educators would highlight unstructured, child-driven practices.
However, the results did not confirm this hypothesis. Instead, we found great variation within center-based programs and across center- and family-based care. We discuss these findings in more detail below. We found that participants in our study believe that three dimensions of classroom experiences were important for children getting ready for kindergarten: Each of these dimensions was made up of key factors or experiences.
We also found greater variation at the factor level than the dimension level. For instance, we found that there was no variation among program types when looking at teacher-child interactions more broadly. However, when we examined the frequencies of instances where a specific type of teacher-child interaction was discussed, we found differences among the three types of groups.
Specifically, we found that all Public focus groups said that being supportive of children, encouraging individualization, and being a role model were important types of teacher-child interactions. In contrast, with the exception of encouraging individualization among Private focus groups and being supportive among Family focus groups, no more than half the Private and Family focus groups said that any of the teacher-child interaction types that emerged from the data were important.
This finding does not suggest that participants from these groups do not value these types of interactions, but it does suggest that such interactions seem to be less salient among these groups or to the participants in the focus groups.
This idea supports previous research by Berkwho found that child-oriented attitudes were related to teacher behaviors, such as encouragement and indirect guidance. With regard to the learning environment, we found that compared to Public and Private focus groups a higher number of Family focus groups said age appropriateness, teacher resourcefulness, and having clear rules and consequences were important.
While we concede that teacher resourcefulness may be too broad to capture center-based programs that have rules and regulations for, say, playing in the rain, we argue that the responsibility that comes from owning a family child care center puts the learning environment at the forefront compared to center teachers who may also rely on center directors to ensure that the center is safe and meets program regulations.
Furthermore, while previous research has shown that center-based programs had more structure compared to family-based programs Kontos et al. Alternatively, the differences we find may be by-products of larger contextual factors that govern how much independence educators may have over their teaching environment, as seen with the variation we find in the types of learning opportunities reported by participants.
For instance, there was more variation in the types of experiences that family-based providers noted compared to center-based educators.
Specifically, we found greater variation when comparing the two center program types to family-based participants. Family-based groups reported more variation in the types of learning opportunities that they believe they should offer children getting ready for kindergarten.
Play, hands-on activities, small group activities, and one-on-one activities were more salient among family-based participants than center-based programs. This finding does not suggest that center-based educators do not value these types of activities.Job Design from an Alternative Perspective Paula W.
Potter Western Kentucky University theorization are excerpts from journal articles that represent suggestions for analysis of of work for improving productivity and satisfaction” (Daft, ). Job design has. Find Your Marigold: The One Essential Rule for New Teachers.
A new study by Medscape takes aim at a growing issue — nurses and job benjaminpohle.com surprisingly, nurses who earn more display higher levels of overall job satisfaction — but there are other important takeaways from this research.
The purpose of this study is to explore the link between job satisfaction and organisational performance and to determine if there is an empirically provable relationship between these two variables, and the direction and the intensity of this relationship.
Empirical research was conducted on a. Externally, the teachers’ job satisfaction can be reflected in the work-place condition, the social-relationship among the teacher, colleagues and stakeholders, and the provision of job-related training that beneficial to maintain teacher’s professionalism.
Conflicts between work and family life were the most significant issues that affect work stress and job satisfaction among correctional officers, a new study has found. As a result of the study.