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This report aims to showcase the value of implementing a Bayesian framework to analyse and report results from international large-scale surveys and provide guidance to users who want to analyse the data using this approach. The motivation for this report stems from the recognition that Bayesian statistical inference is fast becoming a popular methodological framework for the analysis of educational data generally, and large-scale surveys more specifically. The report argues that Bayesian statistical methods can provide a more nuanced analysis of results of policy relevance compared to standard frequentist approaches commonly found in large-scale survey reports. The data utilised for this report comes from the OECD Teaching and Learning International Survey (TALIS). The report provides steps in implementing a Bayesian analysis and proposes a workflow that can be applied not only to TALIS but to large-scale surveys in general. The report closes with discussion of other Bayesian approaches to international large-scale survey data, in particularly for predictive modelling.

Work-based learning (WBL) has risen rapidly in the policy agenda over recent years in the European Union. Efforts to strengthen WBL, particularly in vocational education and training (VET), are increasingly common throughout European countries. This report analyses the 2016 EU labour force survey (EU-LFS) ad hoc module, which covers the topic of young people on the labour market. The report focuses on WBL in formal initial education and training. It aims to provide EU-wide updated statistical evidence addressing key aspects: how many young graduates experienced work-based learning as part of their highest education attained, particularly in VET and in tertiary education; who they are; and how well they do on the labour market, in comparison with their counterparts who have not participated in WBL.

England currently faces a shortage of teachers, in part due to declining retention. Research suggests that one important influence on teachers' decisions about whether to leave teaching is the quality of working conditions in their school. Understanding which specific aspects of working conditions have the strongest relationship with retention could therefore help improve the supply of teachers. This report uses data collected from a large sample of teachers in the Teaching and Learning International Survey (TALIS) 2018, linked to data from the School Workforce Census (SWC), to investigate how the quality of working conditions varies and how it influences both job satisfaction and whether teachers subsequently leave their school or the teaching profession overall. Prior analysis using the TALIS 2013 data investigated the relationships between school working conditions and teacher job satisfaction and desire to move school. The present research updates and extends that analysis. In particular, the new data affords the opportunity to compare working conditions across primary and secondary phases, model the relationship between working conditions and whether teachers are observed to actually leave their school or the profession, investigate the importance of school discipline, and compare changes in working conditions for lower secondary teachers over time. [For the 2013 report, "TALIS 2013: Working Conditions, Teacher Job Satisfaction and Retention. Statistical Working Paper," see ED604491.]

This article looks at the labour market outcomes of 2015 postsecondary graduates three years after graduation. Specifically, it examines their employment status, job permanency, relatedness of their job or business to their 2015 educational program, the degree to which graduates feel qualified for their job, their employment income and their job satisfaction. This article answers the question: How are graduates of 2015 faring in terms of their integration into the labour market?

The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further evidence of the link between teenage activities, experiences and career-related thinking and adult career outcomes by analysing 10 new datasets from eight countries. Overall, the results of this paper find further evidence that secondary school students who explore, experience and think about their futures in work frequently encounter lower levels of unemployment, receive higher wages and are happier in their careers as adults. The findings of this paper are analysed together with the evidence from the two previous working papers of the Career Readiness project, concluding that there is international evidence to support 11 out of the 14 potential indicators that were explored as indicators of career readiness.

Representative bureaucracy suggests that supervisors are representative of their employees based, in part, on shared values and identity. In education, we often observe representative asymmetries among school principals and the teaching faculty, particularly by race. This study explores the ways in which race congruence (or incongruence) between teachers and principals relates to key labor market behaviors, in particular, job searching, changing, applying, and hiring. Using an unprecedented and large-scale vacancy-application database coupled with administrative staffing records in Wisconsin, this study demonstrates that representative bureaucracy based on race operates at the stages of job searching and applying. The congruence effect is only notable for Minoritized teachers at the hiring stage, while White teachers show a greater effect when changing positions. Comparing the differences in marginal probabilities by racial combinations, we conclude race congruence effects are greatest for Minoritized teachers.

High teacher turnover in schools is associated with reduced pupil attainment. High turnover also has an effect on equity, since it tends to be concentrated in schools with deprived intakes. A good deal of research has attributed higher levels of teacher turnover in such schools to the challenges involved in teaching disadvantaged pupils. However, a recent review of the literature suggests that working conditions in schools may be a more important reason for high turnover. This research provides new evidence on this point by using the 2013 Teaching and Learning International Survey (TALIS) to test for and quantify the relationships between different aspects of working conditions in schools, and both teachers' job satisfaction and desire to move to another school. The research shows that job satisfaction among teachers in England is below that of comparable TALIS nations. Using data on over 50,000 teachers from 34 different countries, and controlling for the effects of teacher age, gender, qualifications and experience, the research shows that more cooperation between teachers and more effective professional development is associated with increased teacher job satisfaction. The findings of this report highlight the importance of the more interpersonal aspects of working conditions, such as school leadership and teacher cooperation, for helping to reduce turnover. [For the 2018 report, "TALIS 2018: Teacher Working Conditions, Turnover and Attrition. Statistical Working Paper", see ED604489.]

Informed by a qualitative study involving 24 individuals, each of whom has been recognized as a State Teacher of the Year, this report presents an exploration of the phenomena of teacher morale, motivation and perceptions of job satisfaction as related to professional identity and professional growth in the context of educational change. The findings presented in this report, as well as other sources reflective of the perspectives of State Teachers of the Year (see Bassett, Behrstock-Sherratt, Jacques, & Olson, 2014; Basset et al., 2013), suggest that meaningful professional experiences, supportive and collaborative educational environments, opportunities for teacher leadership, and more direct involvement in the decisions that affect their work lives are significant sources of teachers' motivation, morale and professional identity development throughout one's teaching career.

Historically Black colleges and universities are institutions that were established prior to 1964 with the principal mission of educating Black Americans. In this essay, we focus on two main issues. We start by examining how Black College students perform across HBCUs and non-HBCUs by looking at a relatively broad range of outcomes, including college and graduate school completion, job satisfaction, social mobility, civic engagement, and health. HBCUs punch significantly above their weight, especially considering their significant lack of resources. We then turn to the potential causes of these differences and provide a glimpse into the "secret sauce" of HBCUs. We conclude with potential implications for HBCU and non-HBCU policy.

This analysis plan proposes the specifications for analysis for various studies using the third cycle of the Teaching and Learning International Survey (TALIS 2018) data. It serves as a link between the "TALIS 2018 Conceptual Framework" and the reporting plan. After a brief introduction in Section 1, Sections 2 and 3 suggest analyses for the eleven focal themes collected in the 2018 dataset. The analyses are grounded in literature discussed in detail in the conceptual framework and questions of interest based on the priorities set forth by the Board of Participating Countries (BPC) and later in subsequent TALIS Governing Board (TGB) meetings. Section 2 highlights, by theme, new items, items measured across TALIS cycles, scale constructs (when applicable), and within-theme multivariate analyses. Section 3 provides recommendations for research questions to test between thematic indicators and includes a reference look-up table that identifies the most appropriate aggregation unit for analysis (teacher-, school-, or system-level) based on the item construction and the policy questions of interest. Section 4 outlines the reporting standards for the TALIS 2018 data with subsections that discuss: defining the participants, estimation statistics, displaying statistical information, specifications for scales and specifications for statistical models. The target audience for this analysis plan are internal analysts working on the project, such as those at the OECD and, by extension, analysts in national centres.

In 1988, the William T. Grant Foundation issued "The Forgotten Half," the final report of the Foundation's Commission on Youth and America's Future. Focusing on inequality in American society, specifically among non-college-bound 16-24 year olds, the report explored the challenges facing young people and the institutions that serve them. Twenty-four years later, using data on young adults in 2012, the authors seek to understand the composition of the forgotten half today, how educational institutions may inadvertently contribute to their disadvantage, and how these same institutions can improve their chances of success. This report is a summary of an update of the "The Forgotten Half." [For the full report, "The New Forgotten Half and Research Directions to Support Them. A William T. Grant Foundation Inequality Paper," see ED565750.]

In 1988, the William T. Grant Foundation issued "The Forgotten Half," the final report of the Foundation's Commission on Youth and America's Future. Focusing on inequality in American society, specifically among non-college-bound 16-24 year olds, the report explored the challenges facing young people and the institutions that serve them. Twenty-four years later, using data on young adults in 2012, the authors seek to understand the composition of the forgotten half today, how educational institutions may inadvertently contribute to their disadvantage, and how these same institutions can improve their chances of success. This essay is meant as an update of the "The Forgotten Half." The original report presented a valuable analysis that described various institutional mechanisms that contributed to inequality, and used that analysis to recommend policy actions. This approach continues to be useful. However, many of the particular elements have changed, and this essay attempts to update the prior analysis. To that end, the authors seek first to understand the new forgotten half--those youth who do not complete college and ind themselves shut out of good jobs in the era of college for all. They then propose research that may help increase the new forgotten half's chances at success in today's labor market. [For the summary report, "The New Forgotten Half and Research Directions to Support Them. Summary and Key Findings. A William T. Grant Foundation Inequality Paper," see ED565751.]

The capacity of the nation's public schools to recruit and retain highly skilled teachers is a perennial concern of policy makers and school leaders. Over the past two decades, major policy strategies including the federal No Child Left Behind Act and alternative pathways to teaching, as well as changes in the broader labor market, have altered the context in which academically skilled college graduates choose whether to enter teaching, and, if so, where to teach. Using data from 1993 to 2008, we find that schools nationwide are recruiting a greater share of highly skilled college graduates into teaching, and that increases in teachers' academic skills are especially large in urban school districts that serve predominantly non-white students. On the other hand, the increase in the share of academically skilled teachers coincides with the lower likelihood of non-white teachers being hired. Once hired, non-white teachers report substantially lower job satisfaction than other teachers. The issue of how to recruit and support highly skilled and diverse teacher workforce remains pressing.

Migration is a hugely contested area and the widely differing views, statistics, and attitudes to migrants are infused with politics. EU migration is a special case because EU citizens have free movement rights, may live and work in any other EU country, and have almost the same rights as locals. During the past 10 years there have been two waves of EU accession: In 2004 eight East European countries received the right to take up employment in the UK freely, and in 2007 when the UK introduced restrictions on Bulgarian and Romanian citizens to work in the UK, which were lifted on 1 January 2014. In 2004 a much larger than expected number of A8 citizens moved to work in the UK, which raised the alarm in particular among the wider public. Questions were raised concerning the impact of the A8 migrants on social and welfare benefits, on youth unemployment, on the labour market, on wages, and whether or not the A8 migrants contribute to the UK economy and generate financial benefits for the country. This study investigated the views and experiences of 10 Hungarian migrants living in the south-east of England. The data suggest that the UK offers better opportunities for Hungarian migrants to find employment than Hungary, and that there are better chances for them in the UK to establish financial security. Many of the interviewees have already worked excessive hours in Hungary, and some also engaged in low-skilled and low-paid work before coming to the UK. All interviewees were well educated at levels 3, 4 and 5 and often had two to three qualifications. In spite of this most interviewees found employment in the UK in low-skilled and low-paid work. English language skills, unknown Hungarian qualifications, lack of UK work experience, lack of time, and lack of financial resources were the main reasons for not being able to negotiate better jobs and starting higher on the job ladder. Most interviewees felt uncomfortable in their low-skilled jobs and often felt that they would be able to offer so much more. They also felt they brought their positive attitude, flexibility, high standards, and, in particular, intelligence to their jobs. Career progression was very slow, and often they had one low-skilled job after the other, making horizontal moves rather then vertical. However, all were engaged in learning and professional development and education was considered as the means to success. All interviewees felt they had established financial security for themselves by 2014, they had permanent posts and their wages had increased over time. However, progressing in their chosen career or working according to their highest qualifications was a distant future for many.

For years, researchers studying organizations and management have been interested in how well individuals "fit" with their work environment (Kristof-Brown, Zimmerman, & Johnson, 2005), finding strong relationships between increased fit and positive employment outcomes, including increased performance and retention (Kristof-Brown et al., 2005; Lauver & Kristof-Brown, 2001). Using two different datasets (Schools and Staffing Survey/Teacher Follow-up Survey and the Michigan-Indiana Early Career Teacher Study), we explore how teachers' perceptions of "fitting in" with organizational goals and values, job requirements, and close professional colleagues impact teacher mobility. We create a series of multinomial logistic regression models to explore how increased fit is related to teacher mobility. In doing so, we find evidence that the more teachers believe they fit in at their school, the less likely they are to move to a new school for the next academic year or exit teaching entirely. We also find that the more teachers believe they are a good fit for the requirements of teaching, the less likely they are to leave teaching. Finally, we find that, for early career teachers, fitting in with a group of close colleagues predicts lower rates of teacher turnover. Type of Fit Measured with Each Data Source is appended. (Contains 3 tables and 15 footnotes.)

This study proposed a model of administrative job satisfaction and tested the model using a database of 1,178 administrators at 120 public and private universities. The robust model explained 54% of the variance in ones overall job satisfaction. Overall, the results show that state, campus, and most of the personal characteristics variables do not exert direct effects on one's overall job satisfaction. Instead, these exogenous organizational and personal variables exert small, but statistically significant, effects on the administrative work climates. These immediate work climates, in turn, have more powerful impact on the various components of job satisfaction. Three appendixes contain charts of estimates of effects of variables in the model. (Contains 52 references.) (Author/SLD)

An ongoing tension among faculty roles has generated discussions questioning the amount of teaching faculty members actually do. Before assessing this issue, it is important to investigate satisfaction levels of teaching faculty. Using the model of L. Hagedorn (2000), this study examined how personal and environmental factors combined to influence faculty feelings of satisfaction in their teaching experience. Data came from the Higher Education Research Institute (HERI) faculty survey in 1992. Rates of faculty response were judged to be of sufficient quality at 289 institutions, generating responses from 37,417 faculty members. The analysis is restricted to full-time faculty whose primary role was teaching. The strongest individual predictor found within the environmental domain for all three models considered is faculty perception of a caring and supportive environment, followed by themes of student learning, collegial respect, and trust. Fostering an environment in which faculty can spend their time teaching students with support and without the need to spend energy on "defensive" tactics may explain increased levels of satisfaction. (Contains 12 tables and 25 references.) (Author/SLD)

This paper outlines procedures used to derive variables from data in the National Survey of Postsecondary Faculty; these variables were then used to create measures not expressly included as items in that survey. The derived variables were used to examine faculty satisfaction in two contexts: first, the complexity of satisfaction, and second, the importance of the interaction between faculty professional values and institutional norms. The sample consisted of 480 nonproprietary postsecondary institutions in the United States, granting 2-year or higher degrees. Faculty were selected through stratified random sampling and were then further stratified by program area. Four independent variables were identified: tenure status, academic discipline, scholarly activity, and role concept; the dependent variable was measured by a Likert-like scale of faculty responses concerning adequacy of institutional/departmental funding, professional authority/autonomy, institutional mission/philosophy, administrative leadership, relationships with colleagues, and support services. Factor analysis reduced the original 19 measures to three factors: collegiality, workload, and autonomy. The paper concludes that use of large samples such as those collected by the National Center for Education Statistics will prove to be an important tool for researchers studying issues facing education in general and postsecondary education in particular. (Contain 30 references.)(CH)

Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution's service mission, faculty workload, and reward system; expand faculty's views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution's service culture.

Men's and women's quality of work in the new Canadian economy was examined. The two data sources used were the 2000 Changing Employment Relationships Survey (CERS), which consisted of telephone interviews of 2,500 currently employed Canadian residents aged 18 or older, and the 2000 General Social Survey (GSS), which examined access to and use of computer technologies in Canada and included telephone interviews of 25,090 Canadians aged 15 or older. Men and women expressed similar levels (70-75%) of desire for interesting work and a sense of accomplishment. Women and men with no postsecondary education placed greater priority on job security, pay, and benefits than did individuals with higher levels of educational attainment. Employees without a high school education--especially women--also placed a high value on communication and collegial relations in the workplace. Among university graduates, female employees were far more likely than males to place a high value on respect, commitment, communications, and workplace relations. Women accounted for 42% of high-intensity computer users and 52% of moderate-intensity users. The study showed striking changes in the labor market role of college-educated women but little change in the role of women with a high school education or less. (Twenty-five tables/figures/boxes are included. Fourteen tables are appended. The bibliography lists 75 references.) (MN)

The Schools and Staffing Survey (SASS) serves two important purposes for the educational community. The first purpose, at which SASS has been very successful, is providing data that describe and track over time the state of schools and staffing (the capacities of teachers, school libraries, schools, and school districts, and the organization of schools and the teaching profession) in the United States. Major reports--including "Schools and Staffing in the United States" (NCES 93-146; 96-124), "America's Teachers: Profile of a Profession" (NCES 93-025; 97- 460), "Public School Districts in the United States: A Statistical Profile, 1987-88 to 1993-94" (NCES 98-203), and "Public and Private School Principals in the United States: A Statistical Profile, 1987-88 to 1993-94" (NCES 97-455)--have contributed a wealth of information concerning the on-going state of teaching, schooling, and school administration in the U.S. Other smaller, more focused reports, such as "Job Satisfaction among America's Teachers: Effects of Workplace Conditions, Background Characteristics, and Teacher Compensation" (NCES 97-471) and "Public School Choice Programs, 1993-94: Availability and Student Participation" (NCES 97-909) contribute similar information on more specific aspects of the state of schools and staffing in the United States. The second purpose has been under-developed: SASS provides valuable data for gaining "enlightenment" regarding emerging and enduring issues concerning teaching and schools (Boe, 1996) SASS is a tremendous database for describing phenomena. This kind of description helps researchers gain a general knowledge about issues that they can then research in more detail elsewhere. In this way, SASS has enormous potential as a research-question-generator. Moreover, researchers can link data from smaller, focused studies to the nationally and state-by-state representative data provided by SASS. SASS data can provide context for or reinforce the findings of local, in-depth studies. This paper begins with a brief description of the 1999-2000 survey. It then discusses status and trend reports that should be generated to help provide a detailed sense of the state and movement of teaching and schools. It closes with suggestions for more specific research. Appended are: (1) "Essential" Items for Schools and Staffing in the U.S. Profile; and (2) Potential Topics for New or Updated Research.

This study investigated the extent to which organizational and personal variables are related to work environments characterized by teamwork and collaboration on the one hand, or interpersonal conflict and stress on the other. The study examined major organizational features of 120 public and private research universities, their administrative work environments, and the individual characteristics of 1,194 study participants with job titles ranging from vice presidents to deans and directors. Data was gathered from national databases and participant surveys. Variables considered were campus characteristics (size, wealth, faculty/undergraduate quality, public/private, percent of students in dorms, rural environment, percent minority students); administrator characteristics (age, sex, academic/administrative rank, personal/financial/health); perceived work climate (regulatory, controlled, inadequate funding/facilities, time/workload pressures, administrative teamwork). The most robust finding was that both teamwork and interpersonal conflict are conditions in the lives of most study participants. In general, it was found that work environments characterized by higher levels of teamwork and collaboration are more strongly associated with organizational characteristics and administrative rank, while environments characterized by high levels of interpersonal conflict and stress are more strongly associated with characteristics such as workload pressure and personal/financial stress. Female managers were more likely to report a climate of teamwork. (Contains approximately 54 references.) (CH)

The recruitment and retention of Asian computer professionals by Canadian high-tech companies was examined by interviewing 8 Canadian-born information technology (IT) workers, 47 Asian-born IT workers, and 8 human resource (HR) professionals employed by high-tech companies in Ottawa. Of the 47 Asians, 33 stated that they did not know much about Canada before coming to Canada, and 41 did not experience any difficulties getting visas for themselves. Although the Canadian and non-Canadian IT workers had similar perceptions regarding workplace-related issues, 12 of the Asia workers complained of subtle discrimination at work. Twenty-nine Asian workers reported considering moving to the United States versus only two Canadian workers. All eight HR professionals spoke highly of the Asian IT professionals and their technical competence, although several expressed concerns about Asian workers' ability to communicate. Many Asian workers appeared to have misconceptions about tax rates, living costs, and employment opportunities in Canada and the United States. It was concluded that the Canadian government could help improve recruitment and retention of Asian IT workers in Canada by enabling them to bring their educated relatives from their homelands and by facilitating closer interaction and partnerships between educational institutions and the high-tech sector. (The bibliography lists 17 references. The interview guide and questionnaire are appended.) (MN)

The attitudes and experiences of 18 vocational education and training (VET) practitioners considered to be at the leading edge of online education in technical and further education (TAFE) in South Australia were examined to determine how leading-edge VET practitioners engaged in designing, developing, and facilitating online learning understand their changing roles and professional practice. The practitioners' responses reinforced the fact that online learning is a new frontier pedagogically, technologically, and organizationally. The new tasks of designing, developing, and facilitating online learning both required and stimulated new forms of work organization for VET practitioners. The practitioners generally considered this work a positive experience and credited it with increasing their job satisfaction. However, they also cited negative effects of the introduction of online instruction that call into question the long-term sustainability of online work as it is currently organized. It was concluded that the quality and extent of online education will inevitably be constrained unless the human resource management of training organizations addresses the organization of online work more explicitly. Issues that must be addressed include better job design to accommodate the working conditions associated with online work and institution of sophisticated strategies for building and sustaining work and knowledge networks. (Contains 24 references.) (MN)

This case study at a community college serving a small city and surrounding rural area was undertaken to examine how a diverse staff experiences the work place. Interviews were conducted with a stratified random sample of one-half of the student affairs group staff; half of the respondent group were people of color, and four out of five were women. The interview protocol for the study was developed in consultation with a staff committee; a "culture audit" was customized to fit the organizational setting. Questions focused on the sense of success among staff, how staff are inducted into the organizational culture, the quality of supervision, career development opportunities, the extent of team spirit, and general satisfaction working at the school. Findings included the following: while 70 percent of the staff believed they had been successful at the college, disaggregation of the data revealed a racial/ethnic discrepancy; some minorities cited lack of understanding of organizational politics and culture; there was a discrepancy in the frequency of mentoring of whites and minorities; inadequacies in the performance appraisal system; differences in gender and race/ethnicity responses to questions about quality of supervision; and, in fact, differences in gender, racial, and ethnic perceptions were seen in most areas examined. (Contains 21 references.) (CH)

This study examined factors associated with job satisfaction among part-time faculty at different types of institutions of higher education. The study used data from the 1992-93 National Study of Postsecondary Faculty, which sampled 974 institutions and 31,354 faculty. This study analyzed the 15 items from the survey, grouped into three categories, which addressed aspects of job satisfaction: (1) satisfaction with personal autonomy, (2) satisfaction with students, and (3) satisfaction with demands and rewards. Analysis indicated that part-time faculty were statistically less satisfied than full-time faculty in terms of autonomy and students, but were equally satisfied with demands and rewards. Part-time faculty were more satisfied than full-time faculty with their jobs overall, were more committed to an academic career, and were less likely than full-time faculty to leave their current jobs for other opportunities. Part-time faculty at two-year institutions were significantly more likely than part-time faculty at four-year institutions to value tenure enough to leave their present positions to achieve it. Part-time faculty at four-year institutions appeared to be more research-oriented than their two-year counterparts. (Contains 25 references.) (DB)

This study examined the issues and pressures that new and junior faculty of color experienced at predominantly white colleges and universities, and includes recommendations for administrators, graduate students, majority faculty, and faculty of color. Twelve African American and 19 Latino first-, second-, and third-year tenure-track faculty responded to a series of 43 questions about their perceptions of teaching and research, collegiality, institutional support, stress, and overall job satisfaction. Five faculty also participated in informal interviews. It was found that many respondents identified service to the university and students as primary role expectations. Other factors identified included lack of guidance and direction given for defining role expectations of research and teaching, inconsistent feedback and too much emphasis on accountability which tended to fuel stress, and varied levels of collegiality. It is recommended that institutions improve the likelihood of promotion and tenure of faculty of color through anticipatory socialization, orientation programs, promotion and tenure handbooks, mentor programs, and research and teaching productivity programs. It is concluded that administrators and faculties need to redefine organizational culture and the effect informal and formal policies and procedures have in defining role expectations and performances of faculty of color. (Contains 27 references.) (MDM)

This study examined overall job satisfaction among college faculty in Mexico. The study used data from a 1992-93 Carnegie International Faculty Survey. Secondary multiple regression analysis identified predictor variables for several faculty subgroups. Results were interpreted by differentiating between work-related and intrinsic factors, as well as by relating particular predictors to conditions affecting the Mexican academic profession. The strongest predictor variables were work-related (management, job security, academic salary); academic climate (academic collaboration, intellectual atmosphere); and other intrinsic variables (teaching and governance issues) played a secondary role. The study found that while Mexican faculty were generally dissatisfied with the job situations in which they work on a day-to-day basis, on a long-term basis they hold the careers they have chosen in high regard. The results were strongest for full-time faculty and faculty holding doctorates; they were weaker for part-time faculty and full-time faculty with no graduate degrees. Eight tables summarize the data. (Contains 27 references.) (CH)

This analysis examines the effects of school and organizational characteristics on teacher turnover and, in turn, school staffing problems. The analyses are based on data from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey, a large, comprehensive, nationally representative survey of teachers and schools conducted by the National Center for Education Statistics. Teacher characteristics, such as specialty field, age, and retirement, account for a significant amount of turnover. There are also significant effects of school and organizational characteristics on turnover that have largely been overlooked by previous theory and research. The data show that while high-poverty public schools have moderately higher rates, neither larger schools, nor public schools in large school districts, nor urban schools have high rates of teacher turnover. In contrast, small private schools stand out for their high rates of turnover. The analysis also shows that math and science teachers are not more likely to depart than other teachers, once other factors are controlled. Moreover, the amount of turnover accounted for by retirement is relatively minor when compared to that resulting from two related causes teacher job dissatisfaction and teachers pursuing better jobs or other careers. Organizational characteristics such as inadequate support from the administration, low salaries, student discipline problems, and limited faculty input into school decision-making all contribute to higher rates of turnover, controlling for the characteristics of teachers and schools. The results suggest that school staffing problems are not solely a result of shortfalls driven by increasing retirement levels, but also a result of low retention due to organizational conditions. (Contains 99 references, 16 endnotes, 4 tables, and 2 figures.) (Author/MLF)

The contribution of occupational profiling to explaining and forecasting job satisfaction were analyzed by using data on job satisfaction for 33,249 workers from waves 1-7 of the British Household Panel Survey. Overall job satisfaction gradients were defined for major and minor groups of occupations in the United Kingdom's Standard Occupational Classification. The level and congruence of the material aspects and quality of work life aspects of job satisfaction in individual occupational unit groups (OUGs) were profiled. Stark contrasts emerged between fortunate OUGs, where levels of both modes of satisfaction are high, and disfavored OUGs, where both are low. Although the analysis results were consistent with earlier accounts of alienation in industrial settings, the findings required more comprehensive forms of explanation involving established findings about the correlates of job satisfaction. Regression analysis demonstrated that, in many cases, levels of satisfaction in OUGs could be accounted for largely in terms of individual and organizational variables. However, significant occupational effects remained for a large minority of OUGs. Industry was discounted as a minor influence on job satisfaction. The scope for more general explanations of job satisfaction in terms of relative deprivation was suggested, and methods for predicting trends in job satisfaction were outlined. (Contains 22 tables and 46 references.) (Author/MN)

This study applied feminist organizational theory to explore the effects of gender structure on perceptions of organizational culture and climate. The study used data from a 1994 survey of permanent, noninstructional staff at a major midwestern university (n=4,800). The research sought to determine: (1) whether gender-dominated organizational sectors exist in the noninstructional work setting of a university; (2) how employee gender relates to perceptions of organizational work culture and climate; (3) how gender dominance in job type relates to perceptions of organizational work culture; and (4) how employee gender, gender dominance in work sector, and perceptions of organizational culture relate to perceptions of work climate. The conceptual framework for the study included feminist views of organizational theory, literature on organizational culture and climate, and issues of gender in higher education. The data revealed distinctive gender distributions among job types, supporting the feminist description of a gendered organization, with women segregated into particular job types and academic disciplines. It also appeared that employees in job types dominated by women tended to view their work culture as one which emphasized relationships, shared values, and group loyalty, rather than as an entrepreneurial-style adhocracy. Most respondents rated their work environment favorably. (Contains 25 references.) (CH)

Data from the Work History and Attitudes survey of the Social Change and Economic Life research initiative (SCELI) enquiry of 1986-1989 and the first wave of the British Household Panel Survey (BHPS) were analyzed to determine their continuity and comparability with regard to employee attitudes in general and job satisfaction and work centrality in particular. The study revealed a high degree of comparability between the two data sets and in the results obtained when they are used. However, several difficulties in comparing the two data sets were also identified. The SCELI was credited with providing good indicators of both human capital ("own-skill") and job skill and for providing extensive details about the technical milieu of work and the work organization, which were deemed good control variables. BHPS was found to offer excellent data on human capital, particularly on recently acquired technical training and vocational and other education. However, BHPS's direct measures of job skill proved minimal. An imputation process was suggested as one way of resolving this difficulty. The material offered by BHPS on partnership and household structures was concluded to be so admirable as to partly compensate for its lack of workplace and organizational data. (Thirteen figures/tables are included. Five additional tables and a comment on the expressive work ethic are appended.) (Author/MN)

This paper presents implications of the path analysis procedures used to interpret data from a study of urban special education teachers' perceptions of working conditions. The analysis looked at a broad range of factors that could affect teacher plans to leave the field. An overall finding emerging from the analysis was that the same fundamental relationships among variables held in all three study cities. Other major findings included: (1) principal support is critical to job satisfaction and is associated with stronger teacher commitment to special education and a lower likelihood of leaving; (2) perceived opportunities for professional growth are influenced by both central administration and building principals; (3) role conflict and a sense of weakened autonomy are strongly related to stress and to teacher satisfaction with the current assignment; and (4) intent to leave the field of special education is strongly influenced by commitment to the field and special education experience. Figures illustrate the path analyses for each of these four findings. (DB)

This paper reports findings from three studies on attrition of special education teachers, with particular focus on teachers' responses concerning their own preservice preparation in both general and special education and evaluations of their levels of preparation to perform various components of their jobs. Major findings were: (1) the four skill areas in which teachers rated themselves the least well-prepared included responding to linguistic diversity, interfacing with the core curriculum, dealing with severe behavior disorders, and collaborating/consulting with general education teachers; (2) teachers felt ill-prepared to work with general education teachers, manage disruptive behaviors, and work effectively with consultants; (3) the skill areas in which teachers felt the least well-prepared are those typically associated with operating effective inclusion/mainstreaming programs; (4) recent graduates reported a higher level of agreement between their philosophy of special education and that of their districts; and (5) teachers who had left special education or were considering doing so tended to feel at odds with district policies and directions toward mainstreaming/full inclusion. Comparison by California respondents of their preservice preparation for the required general education credential with that of their special education preparation revealed that teachers rated the quality of their special education training higher in all areas than their general education training. Special education teachers reported feeling isolated from, and unappreciated by, their general education colleagues. The degree of teacher satisfaction with principals was found to be highly correlated with decisions to remain in special education. (DB)

This study examined the effects of state regulation of financial, personnel, and academic resources on the administrative flexibility granted to universities, and tested the hypothesis that state regulatory climate influences levels of managerial satisfaction. Data were gathered through two surveys. The first covered management flexibility and state regulation issues; responses were received from 122 public universities. A second survey of administrative satisfaction and stress was administered to 12 managers on each campus; replies were received from 995 respondents at 100 universities. Survey questions were grouped in five sets of variables: state characteristics, campus characteristics, administrator characteristics, perceived administrative work climate, and overall satisfaction. The study found: (1) that administrative teamwork and interpersonal stress, respectively, had the strongest positive and negative influences on administrative satisfaction; (2) that academic and administrative dimensions of campus autonomy were relatively independent; (3) that there was only a slight relationship between the economic, demographic, social, and political characteristics of the state and the regulatory climate for state universities or managerial satisfaction levels, (4) that there was little correlation between state control and campus characteristics, and (5) that there was little direct relationship between administrator satisfaction and state and/or campus characteristics. Four figures summarize some of the data. (Contains approximately 65 references.) (CH)

A three-phase study examined department chair stress as a multidimensional construct with links to multiple variables and consisting of three phases: American, Australian, and cross-cultural. In this study of the third-phase, researchers conducted cross-cultural comparisons of department chair stress factors, perceptions, and consequences using the data sets generated in the study's previous two phases. Study findings indicate that the personal and professional profile of Australian department chairs resembles that of their United States counterparts. In this cross-cultural study, each of the reported stress dimensions (faculty role, administrative relationship, role ambiguity, perceived expectations, and administrative task) reflects a different pattern of influence. For example, the administrative relationships dimension is more stressful for Australian chairs while Americans suffer greater pressure from administrative task stress. As a result, macro-level strategies must vary by country and ultimately by institution. Further, national differences such as the recent national consolidation of institutions in Australia also may cause different stresses on chairs than those in the U.S. Department chair stress comes in many forms and is influenced by multiple sources with different strategies required for the separate dimensions of stress in order to make a more manageable environment for department chairs. (Contains 76 references.) (JLS)

Faculty (n=484) and administrators (n=189) at five public comprehensive universities that had experienced annual budget reductions of at least 10 percent were surveyed concerning their job satisfaction and reactions to the reduction process. Three institutions were identified as having used unplanned approaches, and two used planned approaches. Descriptive and inferential statistics were used and the data analyzed from six interactions of two population sets: faculty and administrators and planned and unplanned institutions. Analysis of satisfaction indicators showed that faculty, administrators, planned, and unplanned populations were generally satisfied with their jobs. The differences were in satisfaction with the process used to reduce the budget, especially between faculty and administrators, and not between institutions implementing planned and unplanned approaches. There was agreement between faculty and administrators on some essential budget reduction strategies and disagreement on others. Both groups generally agreed on the most desirable organizational approach to making budget reductions. Major differences were found on whether communication was adequate during the budget reduction process; administrators were much more satisfied with the communication provided. Faculty were more critical of communication at planned than unplanned institutions. (Contains 15 references.) (Author/MSE)