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Title: Beginning teachers' perceptions of support provided by mentors, school administrators, and district personnel.
Creator: Dangerfield, Leslie J., Florida Atlantic University, Shockley, Robert
Abstract/Description: Research suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys...
Show moreResearch suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys returned, resulting in a 41 response rate. The survey instrument asked participants to identify if a strategy was provided and indicate their perceived value of such strategy. The strategies include mentor assignment and support, school administrator support, and district-level support. Chi square and ANOVA tests were employed to compare the responses. Results show significant differences in responses by student teaching experience, years of experience, and teacher preparation. Descriptive analysis identified the strategies that were most frequently provided by mentors, administrators, and district personnel, including curriculum and emotional support. In addition to frequency of strategies, the perceived values of strategies are also reported. Results show significant differences in relation to student teaching experience(s), years of teaching experience, and types of teacher preparation.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12230
Subject Headings: Mentoring in education, Teachers--In-service training, First year teachers--Training of, First year teachers--Supervision of
Format: Document (PDF)

Title: The effects of instructional format on community college students' geometric construction performance.
Creator: Shryock, Brenda Manning., Florida Atlantic University, Shockley, Robert, Romance, Nancy
Abstract/Description: The purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form...
Show moreThe purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form A consisted of adjoining text and diagrams where a diagram for each of the five steps of the task was pictured. Form B consisted of only two diagrams for the five-step process where it was necessary for subjects to determine which of the two diagrams was being referred to while proceeding through the steps. Both formats are representative of instructional materials currently in use in classrooms from the middle school level to the post-secondary level. During a personal interview session, each subject received one of two sets of directions describing the procedure of reproducing a given angle using a compass and straightedge. Each subject was asked to study the assigned set of directions with materials provided to practice the task. With the directions removed, each subject was then asked to reconstruct another, slightly different angle. Students given Form B, the reduced diagram format, significantly outperformed those students given Form A, x^2 (1, $N=50)=5.19, with no significant differences in the two groups with respect to the time spent studying the directions, t(48)=0.04, or completing the testing phase, t(48)=1.58. Other than use of the assigned form, mathematics ability was a significant factor in the subjects' ability to successfully complete the construction task, F(1,46)=7.79, p<.01. Verbal ability was not a significant factor, F(1,46)=1.81, p=.19, in the subjects' ability to successfully complete the construction task. Gender alone was not a significant factor, F1,46 =0.31, p = .58; however, when examined in combination with mathematics ability a significant interaction resulted, F1,46)=6.41, p=.02. Overall, success was significantly related to format, mathematics ability, and gender relative to mathematics ability.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12440
Subject Headings: Mathematics--Problems, exercises, etc, Problem solving, Mathematics--Study and teaching, Teaching--Aids and devices
Format: Document (PDF)

Title: BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS.
Creator: Holcombe, Joseph, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools....
Show moreVery little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did school leaders manage school climate change during the implementation? In this context, radical innovation is defined as an innovation that significantly changes the ways in which the school organization operates and delivers education to students (Zaltman, Duncan, & Holbek, 1973).
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013537
Subject Headings: Public schools, Innovation, School leadership
Format: Document (PDF)

Title: A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
Creator: Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013532
Subject Headings: Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
Format: Document (PDF)

Title: Examining the Effectiveness of Turnaround Models in Florida Public Schools.
Creator: Fulton, Angela R., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models...
Show moreImproving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013131
Subject Headings: Public schools--Florida, School improvement programs--Florida--Evaluation, Student achievement, Academic achievement--Florida
Format: Document (PDF)

Title: Deans of students as crisis managers: perceptions of roles and leadership competencies in 12 public higher education institutions in Florida.
Creator: Benjamin, Deloris, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training...
Show moreThis mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training frequencies for each dean of students as it related to 14 crisis scenarios commonly found on higher education campuses, and identify crisis management program foci for the institutions participating in this study.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004267, http://purl.flvc.org/fau/fd/FA00004267
Subject Headings: Deans (Education), Education, Higher -- Administration, Educational leadership, Universities and colleges -- Administration
Format: Document (PDF)

Title: Communicative Leadership During Organizational Change: A Case Study of a New University President’s Change-Initiative Team.
Creator: Sacks, Emily Alice, Shockley, Robert, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: As the economy continues to struggle in its recovery from the recent recession, higher education institutions have been hard-hit, affecting stakeholders at all levels, including boards of trustees, students, faculty, and the surrounding communities. In the middle of the turmoil and period of change are the presidents, needing to answer to board members as well as other institutional stakeholders, while still maintaining a balance of organizational consistency and change. Nearly all...
Show moreAs the economy continues to struggle in its recovery from the recent recession, higher education institutions have been hard-hit, affecting stakeholders at all levels, including boards of trustees, students, faculty, and the surrounding communities. In the middle of the turmoil and period of change are the presidents, needing to answer to board members as well as other institutional stakeholders, while still maintaining a balance of organizational consistency and change. Nearly all organizational change literature incorporates interpersonal communication as an integral component in effective change efforts; therefore, the constantly changing higher education landscape necessitates presidents who are skilled in communicative leadership, of which interpersonal skills are a cornerstone. Although all presidents need these skill sets, this study examines only a newly appointed president and one of his change-initiative teams to capture the dynamic environment surrounding new administration.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004999, http://purl.flvc.org/fau/fd/FA00004989
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Organizational change--Case studies., Organizational change--Education (Higher)., Interpersonal communication., College presidents.
Format: Document (PDF)

Title: HIGHER EDUCATION DEPARTMENT CHAIR PERSPECTIVES ON LEADERSHIP EFFECTIVENESS: A QUALITATIVE DESCRIPTIVE STUDY.
Creator: Baroody, Ramzy, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on...
Show moreA relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013784
Subject Headings: Educational leadership, College department heads, Education, Higher--Administration
Format: Document (PDF)

Title: The Relationships Among the Behavioral Agility of School Leadership Teams, Culture, and Performance.
Creator: Shaw, Carletha B., Shockley, Robert, Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility...
Show moreThis quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility in using five leadership influence actions (managing, transforming, bridging, bonding, and bartering). Cameron and Quinn’s (2005) Organizational Culture Assessment Instrument (OCAI) was used to determine if the school’s dominant organizational culture type (adhocracy, clan, hierarchy, or market) mediated the behavioral agility of school leadership teams and school performance. The study included 65 schools and approximately 1,500 classroom teachers from a very large urban school district located in the Southeast United States. The results indicate that behavioral agility, unidimensional and multidimensional factors, were significantly correlated to each organizational culture type, with the exception of the managing behavior subfactor in clan and adhocracy cultures. Student suspension moderated the relationship between behavioral agility and school culture. There was no relationship found between school culture and school performance; however, it was found that minority percentage negatively correlated market culture and school performance and student attendance negatively correlated both hierarchy and market cultures and school performance.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005966
Subject Headings: Educational leadership, Organizational culture, Schools, Agility
Format: Document (PDF)

Title: Student Perception of Online Instructors at a Florida Public University.
Creator: Ballard, William Willett, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an...
Show moreThe purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an instructor can teach online. Experiencing poor quality of instruction can negatively impact an online student academically, which can, in turn, be detrimental to a university’s student retention and graduation rates. This study adds to the current body of research regarding improvement of the quality of instruction in online courses based on the online students perception of faculty and the completion of faculty training for online instruction. The results of this study demonstrated no significant difference overall in student perception of quality of instruction between online instructors who did and did not complete faculty training as measured in courses with five or more student respondents. Additional results revealed that multiple academic colleges demonstrated a significant difference in student perception of quality of instruction. This study also discovered a slight negative effect of online faculty training on other areas of student satisfaction that did not include quality of instruction. Recommendations for future research are provided, including those for the improvement of online faculty training, university policy, and faculty and student preparation for online teaching and learning, respectively.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005962
Subject Headings: Distance education--Florida, Public universities and colleges, Online teaching, Student evaluation of teachers
Format: Document (PDF)

Title: Resegregation: the impact on education.
Creator: King, Tameka L., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This qualitative study examined the impact and implications of resegregation on students of color by capturing and analyzing the lived experiences of school principals leading high poverty and low poverty schools where resegregation was occurring. Despite the growing concern for resegregation, little has been down to reverse the adverse affects of this phenomenon. The body of research that has explored the essence of resegregation has in small volumes acknowledged the perception of school...
Show moreThis qualitative study examined the impact and implications of resegregation on students of color by capturing and analyzing the lived experiences of school principals leading high poverty and low poverty schools where resegregation was occurring. Despite the growing concern for resegregation, little has been down to reverse the adverse affects of this phenomenon. The body of research that has explored the essence of resegregation has in small volumes acknowledged the perception of school principals. A much clearer portrait of the impact resegregation was having on schools as perceived by school principals offered an in-depth understanding of the way in which policy and practices affect schools undergoing resegregation. Hence, this study used the hermeneutic phenomenological methodology in an attempt to gain a deeper understanding and meaning of the complex experiences of resegregation from the perspective of school principals. The data was explicated by using Hycner’s (1999) five step process. The findings and conclusion of this study were intended to inform policy alternatives and practices through aggregating collected and analyzed perspectives of school principals of high poverty and low poverty schools.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004129
Subject Headings: Children of minorities -- Education., Segregation in education -- Government policy., Racism in education.
Format: Document (PDF)

Title: THE IMPACT OF FLORIDA SENATE BILL 1720 ON STUDENT PERFORMANCE IN MATHEMATICS.
Creator: Shand, Olivia Aleida, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary purpose of this study was to investigate the impact of Florida Senate Bill 1720 on student performance in Mathematics. Prior to its enactment, placement testing was mandatory in the State of Florida. The results determined if a student was required to enroll in any developmental courses prior to enrolling in college-level Mathematics courses. For many students, particularly those at the State College level, this extended the number of required courses, lengthening the path to...
Show moreThe primary purpose of this study was to investigate the impact of Florida Senate Bill 1720 on student performance in Mathematics. Prior to its enactment, placement testing was mandatory in the State of Florida. The results determined if a student was required to enroll in any developmental courses prior to enrolling in college-level Mathematics courses. For many students, particularly those at the State College level, this extended the number of required courses, lengthening the path to completion for a volume of students. The results over time proved a costly burden on institutions that serve populations of students not prepared to perform at the college-level, as well as a major obstacle for student degree completion.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013344
Subject Headings: Education and state--Florida, Mathematics education, Student achievement, Placement testing
Format: Document (PDF)

Title: Shaping the Leaders of Tomorrow: An Assessment of Intergenerational Perceptions of Leadership Traits.
Creator: Hidrowoh, Jacob R., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: In the last few decades, the world has witnessed an unparalleled increase in human longevity, accompanied by more years of employment and declining birth rates. These unusual events have dramatically raised the portion of older employees who are still active in the global labor force. Scholars have recognized that, along with the overall aging of the workforce, older individuals will increasingly occupy leadership positions. Since the current knowledge economy promotes a globalized,...
Show moreIn the last few decades, the world has witnessed an unparalleled increase in human longevity, accompanied by more years of employment and declining birth rates. These unusual events have dramatically raised the portion of older employees who are still active in the global labor force. Scholars have recognized that, along with the overall aging of the workforce, older individuals will increasingly occupy leadership positions. Since the current knowledge economy promotes a globalized, competitive, and rapidly evolving educational and business environment, organizational leaders are increasingly facing challenges to keep their leadership knowledge base current. Organizational leaders must attract and retain the best human capital, competent individuals who can act strategically to move their organizations forward. Consequently, it is prudent to believe that, in order to face the new challenges of an aging work force, organizations will require exceptional leaders to maintain a cohesive organizational system in which diverse generational cohorts may interact and work together efficiently and effectively. Using leadership identity theory, dynamic capabilities, and the leadership trait approach as the conceptual framework, this study assessed intergenerational perceptions of the importance of seven leadership traits: intelligence, decisiveness, compassion, innovation, organization, ambition, and honesty using a national sample of almost two thousand adults in the United States representing four generational cohorts: Millennials, Generation X, Baby Boomers, and the Silent generation. This quasi-experimental quantitative study sought to identify the differences in perception of the importance of leadership traits that each of these generational cohorts may have and the interaction that gender and educational level may have on generational cohort perceptions of the importance of leadership traits. Descriptive statistical analysis and comparative analyses including one-way and two-way ANOVA were conducted to determine any statistically significant differences in means among the differences in means of the perception of the importance of leadership traits among generational cohorts moderated by gender and educational level. Statistically significant findings for some, but not all, of the seven leadership traits included in this study were found by generational cohort and these differences were moderated by gender and educational level. Implications and recommendations for policy, practice, and future research are offered.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013143
Subject Headings: Leadership--Research, Generations
Format: Document (PDF)

Title: A CORRELATIONAL ANALYSIS OF TEACHER JOB SATISFACTION AND JOB STRESS IN BROWARD COUNTY SCHOOLS.
Creator: Rodney-Hillaire, Renee, Shockley, Robert, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model ...
Show moreThis study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model (IEO). A descriptive analysis described the sample's individual and institutional characteristics and demographics. Correlational analyses were conducted to determine the strength of the relationship between variables. Finally, the data were analyzed using hierarchical, multiple regression. The regression model explored factors predicting job satisfaction and job stress among teachers. This study reported statistically significant results for each regression model. Statistically significant at p < .001, the factors that explained 55% of the variance in the final job satisfaction model included: How do background characteristics (e.g., sex, ethnic origin, and age), behavioral factors (e.g., openness, intrinsic motivation), and institutional variables (autonomy, student behavior, leadership, and school climate and culture) predict teacher job stress in Broward County? Implications for policy, practice and future research regarding job satisfaction and stress are included.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013959
Subject Headings: Teachers--Job satisfaction, Broward County (Fla.), Teachers--Job stress
Format: Document (PDF)

Educational leadership (4)	+ -
Student achievement (3)	+ -
Academic achievement (1)	+ -
Academic achievement--Florida (1)	+ -
Agility (1)	+ -

Broward County (Fla.) (1)	+ -
Children of minorities -- Education. (1)	+ -
College department heads (1)	+ -
College presidents. (1)	+ -
Deans (Education) (1)	+ -
Dissertations, Academic -- Florida Atlantic University (1)	+ -
Distance education--Florida (1)	+ -
Education and state--Florida (1)	+ -
Education, Higher -- Administration (1)	+ -
Education, Higher--Administration (1)	+ -
First year teachers--Supervision of (1)	+ -
First year teachers--Training of (1)	+ -
Generations (1)	+ -
Innovation (1)	+ -
Instruction (1)	+ -
Interpersonal communication. (1)	+ -
Leadership--Research (1)	+ -
Mathematics education (1)	+ -
Mathematics--Problems, exercises, etc (1)	+ -
Mathematics--Study and teaching (1)	+ -
Mentoring in education (1)	+ -
Online teaching (1)	+ -
Organizational change--Case studies. (1)	+ -
Organizational change--Education (Higher). (1)	+ -
Organizational culture (1)	+ -

Florida Atlantic University (14)	+ -
Shockley, Robert (14)	+ -
Department of Educational Leadership and Research Methodology (12)	+ -
College of Education (10)	+ -
Charles E. Schmidt College of Science (2)	+ -

Ballard, William Willett (1)	+ -
Baroody, Ramzy (1)	+ -
Benjamin, Deloris (1)	+ -
Bogotch, Ira (1)	+ -
Dangerfield, Leslie J. (1)	+ -
Fulton, Angela R. (1)	+ -
Hidrowoh, Jacob R. (1)	+ -
Holcombe, Joseph (1)	+ -
King, Tameka L. (1)	+ -
Morris, John D. (1)	+ -
Pisapia, John (1)	+ -
Rodney-Hillaire, Renee (1)	+ -
Romance, Nancy (1)	+ -
Sacks, Emily Alice (1)	+ -
Shand, Olivia Aleida (1)	+ -
Shaw, Carletha B. (1)	+ -
Shryock, Brenda Manning. (1)	+ -
Tracy, Maria Calzadilla (1)	+ -

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