Journal articles on the topic 'Educational job'
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Salinas-Jiménez, Maria del Mar, Joaquín Artés, and Javier Salinas-Jiménez. "Educational mismatch and job aspirations." International Journal of Manpower 37, no. 1 (April 4, 2016): 115–34. http://dx.doi.org/10.1108/ijm-12-2014-0266.
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Purpose – The purpose of this paper is to analyze the relationship between education, job aspirations and subjective well-being. This analysis is done across the entire well-being distribution and taking account of educational mismatches that could condition individuals’ satisfaction if education generates certain aspirations which are not met by the individuals. Design/methodology/approach – Using data from the European Social Survey, a quantile regression model is estimated. This approach allows one to assess the impact of the education variables at different points of the happiness conditional distribution. Findings – The results are consistent with the hypothesis that the impact of education on subjective well-being varies across the distribution, with education effects lower at the top of the happiness distribution. It is also found that education generates certain aspirations among individuals in regard to the job they expect to hold and that people suffer a psychological cost when those aspirations are not met. This “aspiration mechanism” seems however to weaken as one moves along the distribution. Originality/value – The central contribution of this paper lies in the treatment of job aspirations through different variables of educational mismatch. Although rising aspirations have often been highlighted as the main mechanism that could explain the weak relationship between education and subjective well-being, this mechanism has barely been analyzed empirically. Moreover, the effects of educational mismatch on individual satisfaction have only been analyzed at the mean of the conditional distribution. The value of this study is therefore twofold, focussing on the analysis across the entire well-being distribution of the aspiration mechanism generated by education in regard to the job an individual expects to hold.
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Boccuzzo, Giovanna, Luigi Fabbris, and Omar Paccagnella. "Job-major match and job satisfaction in Italy." International Journal of Manpower 37, no. 1 (April 4, 2016): 135–56. http://dx.doi.org/10.1108/ijm-03-2014-0083.
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Purpose – The purpose of this paper is to study how graduates’ jobs may be determined by their educational performances and social background. In particular, the authors investigate job-education mismatch and job satisfaction to evaluate whether time spent and effort exerted during university studies were compensated with a good job. Design/methodology/approach – Data on the occupational status of the graduates 36 months after graduation, collected by the Padua University on its graduates, are analysed by means of univariate and multivariate methodologies. In particular, the pathways from graduates’ social capital to job satisfaction are investigated through a structural equation modelling approach. Findings – The authors find that a minority of graduates can be considered as overeducated when considering the requirements of the labour market, but many graduates state that any degree would suffice for their job. Multivariate analyses show that graduates’ job quality is related to their university choice and outcome, high school choice and performance, social capital. Destiny is written from the beginning of the educational pathway, but students can affect their labour market future with an appropriate choice of university programme. Originality/value – The qualified point of this paper lies on the complexity of the model adopted for the analysis and its ability to highlight direct and indirect effects: two job outcomes (job-major match and job satisfaction) are the variables of interest, analysed within a structural model covering all educational stages of the Italian educational pathway, from parental social background to university degree.
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Afaq, Aneeqa, Qurrahtulain Khan, Adeel Arshad, Muhammad Sibt-e-Ali, and Areeba Athar Malik. "The Job Satisfaction of Academic Staff in Higher Educational Institutes." Journal of South Asian Studies 10, no. 1 (April 30, 2022): 95–101. http://dx.doi.org/10.33687/jsas.010.01.4112.
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The purpose of this study is to find out the level of work satisfaction among academic staff at Pakistan's higher educational institutions. A quantitative study approach was employed to collect data from universities in Punjab and Azad Kashmir provinces using a questionnaire. To elicit a response from the sample under research, Lester (1987) Teachers' Job Satisfaction Questionnaire (TJSQ) was adopted to collect the data. The findings indicate that academic staff job satisfaction is positively and significantly connected to pay, job security, and working circumstances. Job security is the best predictor of teachers' job satisfaction, according to this study. It is also advised that instructors be encouraged and motivated to improve their performance in the learning process by giving improved advancement chances, stable jobs, and suitable working environments. This research study can aid policymakers in making informed decisions on teacher job satisfaction and retention. Additionally, it may benefit students' well-being and elevate instructors' prestige.
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Albert, Cecilia, and Maria A. Davia. "University-supported job search methods and educational mismatch in bachelor's and master's graduates." Education + Training 65, no. 10 (January 19, 2023): 29–45. http://dx.doi.org/10.1108/et-04-2022-0144.
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PurposeThis paper addresses the relevance of job search methods and strategies in determining vertical mismatch and the risk of underusing skills or knowledge in first jobs amongst graduates from bachelor's and master's programmes in Spain. Support from universities (via internships and career services) is compared to support from public institutions and informal strategies.Design/methodology/approachThe authors use the 2019 University Graduate Job Placement Survey. The dependent variables are estimated with a bivariate probit model with sample selection on a subsample of graduates who were not working at graduation.FindingsInternships and university career employment offices significantly improve the quality of first job matches. Job banks and public examinations also contribute to finding well-matched first positions, while for public employment services, results are mixed. When the job search is not supported by institutions, graduates generally do worse finding their first jobs, particularly when temporary employment agencies are involved. There are also large differences in mismatch risks across fields of study.Practical implicationsIf more graduates found their first jobs through internships and university job placement services, educational mismatch rates would decrease substantially. Further collaboration between universities and employers for the provision of high-quality internships may foster their conversion into regular, well-matched jobs. Industrial policies addressed to knowledge-based economic activities would enhance the creation of highly skilled positions. Further orientation towards STEM degrees is required to improve imbalances between supply and demand for graduate labour in Spain.Originality/valueEvidence about education mismatch among master's degree graduates is very scarce. This paper compares them to bachelor's degree graduates. It addresses two complementary types of education mismatch and takes into account potential self-selection into post-graduation job search.
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Yokotani, Kenji. "Educational Level Signals Unobserved Abilities of People with High Functioning Autism Spectrum Disorders." Psychological Reports 107, no. 1 (August 2010): 227–35. http://dx.doi.org/10.2466/11.13.15.pr0.107.4.227-235.
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The effect of educational level on employment of people with high functioning autism spectrum disorders (HFASD) was examined. If education augments natural abilities to accomplish tasks in people with HFASD, then those with more education would have comparative advantages in both obtaining and retaining jobs. In contrast, if education did not augment natural abilities and only signaled unobservable abilities, one would expect an advantage only in obtaining a job, but not in retention. 22 people with HFASD replied to questionnaires regarding their history of education and employment. Those with job experience had higher educational levels than those with no job experience, but educational level was not significantly different between groups with and without more than one year of job experience. Educational level seems to be associated with abilities, but probably the unobserved abilities underlie both educational attainment and employment history.
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Deželan, Tomaž, Danica Fink Hafner, and Mateja Melink. "First-job educational and skill match." International Journal of Manpower 35, no. 4 (July 1, 2014): 553–75. http://dx.doi.org/10.1108/ijm-05-2013-0103.
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Purpose – The purpose of this paper is to examine the education-job match of political science graduates from Slovenia, as well as from selected EU countries, in the context of other disciplines. In the frame of contested theoretical approaches, the implications of matching the knowledge that is acquired during education to the skills that are needed on the job are also examined. Design/methodology/approach – Using the REFlex HEGESCO database, as well as other secondary data, the wider disciplinary and contextual environments are presented. Disciplinary and contextual mapping is followed by binary logistic regression of primary data collected from Slovene political science graduates. Based on the results, the authors determined the validity of certain theoretical premises of human capital, credentialist, and assignment approaches, specifically regarding education-job matching. Findings – In terms of graduate education-job match, the results indicate that the relevance of the sector of employment relates to educational as well as skill match. The results also indicate that matched candidates utilize the skills acquired during the education process to a greater degree, which adds weight to the assignment theory's presumption. The effect of formal credentials is relevant, because graduates with Bologna degrees, despite having attended programs with virtually identical curricula at the same institution, are significantly less matched when compared to non-Bologna graduates. Accordingly, the effect of the change to the structure of the system of higher education (HE), which is amplified by the period effect of the economic crisis, implies a serious change to graduates’ opportunity structure. Practical implications – The study should motivate a re-examination of the teleological purpose of the study by professional associations in the state. It should also motivate the adjustment of the study programs to the new conditions graduates face and strengthen the educator-employer relationship to make the latter cognizant about the study programs and the skills of graduates. In addition, the study should provide grounds for a critical discussion about the implications of governmental austerity measures on the public sector. Originality/value – The paper provides new insights into the early careers of political scientists and social scientists at large. It also offers early evidence on the effect of the Bologna's HE reform and indications about the early career achievements in a crisis-struck post-communist country.
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Dementev, D. V. "Interconnection of Educational and Professional Standards." Accounting. Analysis. Auditing 5, no. 3 (August 10, 2018): 120–27. http://dx.doi.org/10.26794/2408-9303-2018-5-3-120-127.
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The paper discusses some issues of existing norms and requirements to educational and professional activities. The required soft (non-technical), general professional and professional skills are prescribed by educational standards, job descriptions are regulated by professional standards. Higher education programs must provide quality professional skills. A mandatory assessment and monitoring of professional skills should become a powerful motivator for employees’ long-life learning and selfeducation. A criterion for assessing the quality of education is a graduate who works in the specialty and qualitatively fulfils the job responsibilities. The reference to the statistics in educational and budgeting spheres is used to raise the problem of practical compliance of educational standards and professional job functions. Educationalstandardsshouldspecifythejobsappropriateforthegraduate.The control over competence formation must ensure the qualitative qualification. The conclusion is made that an employer does not finds it beneficial to retrain a certified specialist. A graduate of higher educational institution should be able to immediately fulfill the duties stated in his job description. In all stages of their higher education program, students should learn by doing to enhance skills by action learning, which must be ensured by the educational institution. In this regard, internship curriculum should be constantly monitored and regularly updated. There is an urgent need for educators to take up part-time jobs with relevant non-educational organizations or to receive regular refresher training. As for engaging outside professionals from non-educational organizations, it could be considered only as exception. It is proposed to develop a separate educational standard for the training of lecturers of higher education, as teachers must master the methodology of teaching students. A standard to guide professional activities of lecturers should also be worked out and recommended for practical application. This standard should be an extension of the educational standard. The potential and viability of this study is proved by the draft educational standards that put educational skills in compliance with professional standards (job descriptions).The growing number of publications on harmonizing educational and professional standards is also an evidence of its topicality.
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Fu, Hsin-Wei, Hui-O. Yang, and Kuei-Lin Chu. "Correlations among Satisfaction with Educational Training, Job Performance, Job Characteristics, and Person-Job Fit." Anthropologist 17, no. 1 (January 2014): 65–74. http://dx.doi.org/10.1080/09720073.2014.11891415.
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Sam, Vichet. "Impacts of educational mismatches on job satisfaction." International Journal of Manpower 41, no. 1 (September 9, 2019): 84–99. http://dx.doi.org/10.1108/ijm-07-2018-0229.
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Purpose Education-job mismatches, especially overeducation or vertical mismatch, are generally found to lower the worker’s job satisfaction, which may generate the counter-productive behaviors, such as high rates of absenteeism and turnover in developed countries. The purpose of this paper is to examine the impacts of educational mismatches from their both forms and dimensions (match, overeducation, horizontal mismatch and double mismatch) on the job satisfaction among university graduates in Cambodia. Design/methodology/approach To deal with the sample selection bias owing to the unobserved job satisfaction of unemployed graduates, this paper applies the Heckman probit model on a survey conducted with 19 higher education institutions in Cambodia. Findings Results indicate that a half of graduates suffer at least one type of educational mismatch and the both forms of mismatches adversely affect the job satisfaction with the strongest impact from the double mismatch case. Research limitations/implications The authors take into account the sample selection bias, but are not able to deal with the unobserved heterogeneity, such as individual competences and preferences. With the panel data, it would be possible to isolate those individual fixed effects. Practical implications The findings underline the importance of improvement in the quality of higher education in Cambodia that seems to play a main role in this education-job mismatch problem. Creating the occupational counseling for the high school students would be also helpful to orientate students to the majors strongly needed by the labor market. Originality/value This paper focuses on all forms and dimensions of mismatches and takes into account the sample selection bias in the context of a low-income country where the increasing rate of enrollment in higher education seems to be accompanied by an increasing rate of education-job mismatches. Previous research works focused mostly on overeducation and in developed countries.
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Thompson, D. A., and G. A. Leyden. "‘Gissa Job!’ Youth Unemployment and Educational Psychologists." Educational Psychology in Practice 1, no. 1 (April 1985): 1–9. http://dx.doi.org/10.1080/0266736850010102.
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Banks, Steven R., and Ed Necco. "Alternative Certification, Educational Training and Job Longevity." Action in Teacher Education 9, no. 1 (March 1987): 67–74. http://dx.doi.org/10.1080/01626620.1987.10519335.
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Ross, Glenn F. "Hospitality/tourism job applications and educational expectation." International Journal of Contemporary Hospitality Management 9, no. 3 (June 1997): 124–27. http://dx.doi.org/10.1108/09596119710164669.
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Yug, Jong Sul, Seung Yeob Sin, and Myeong Gug Park. "A Study on Job Stress and Job Satisfaction in Special Educational Environment." Journal of Sport and Leisure Studies 19 (May 31, 2003): 485–96. http://dx.doi.org/10.51979/kssls.2003.05.19.485.
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Ivanović-Đukić, Maja, Biljana Đorđević, and Vinko Lepojević. "Mediating effects of educational level on job related characteristics: Job satisfaction relationship." Strategic Management 23, no. 2 (2018): 13–21. http://dx.doi.org/10.5937/straman1802013i.
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Frances, R. "Job and educational level of company managers: their relations with job satisfaction." Applied Psychology 35, no. 4 (October 1986): 513–30. http://dx.doi.org/10.1111/j.1464-0597.1986.tb00953.x.
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Mulyana, Olievia Prabandini, and Umi Anugerah Izzati. "Job Autonomy and Teacher Career Commitment in Educational." IJORER : International Journal of Recent Educational Research 3, no. 6 (November 30, 2022): 737–49. http://dx.doi.org/10.46245/ijorer.v3i6.264.
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Study aims to determine the relationship between job autonomy and teacher career commitment in educational. This study used quantitative method and the study design is correlation study. The sampling technique used is accidental sampling to the population of teachers in an educational foundation with minimum a year work period. The participants of this study are 191 teachers from educational background. The data collection used job autonomy scale and teacher career commitment scale in a likert scale model and data analyzed using a statistical test of product moment correlation with SPSS program. The results of the study shown that there is a significant positive relationship between job autonomy and teacher career commitment. In other words, the higher the autonomy of the job for teacher, the higher their career commitment. Otherwise, the lower the teacher job autonomy, the lower the teacher’s career commitment too. This study shows that job autonomy and career commitment have a significant relationship that can interconnect by each other in term of professional career as teacher.
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Sakuntala Pageni. "Job attitude and education attainment for professional identity." International Journal on Integrated Education 3, no. 11 (November 23, 2020): 129–33. http://dx.doi.org/10.31149/ijie.v3i11.856.
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This paper's job attitude and educational attainment try to identify the present condition in the context of job attitude and educational attainment. The purpose of this study is based on the relationship between qualification and job performance. Generally, job attitude is built on through career development, professional identity, job satisfaction job performance, and the job description which are concerned with the total attitudes towards the various aspects of the working condition of individual perception for holistic index. However, attitudes do not cause variation in attainment but opportunity cost, salary, and policies, and practices of company and government continue to be effective. This paper includes a theoretical concept behind job satisfaction which is the human relation theory of George Elton Mayo and the theory of equity of Stacy Adams. This paper is a review-based paper based on different related research article theories and books. To fulfill the aims of the study using a qualitative descriptive method to establish a relationship between the job attitude and education attainment. The main issue of this paper focuses on the working class and people's attitude towards the attainment of jobs and its utilization.
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Tentama, Fatwa, Desta Rizky Kusuma, and Subardjo. "JOB SATISFACTION AS A MEDIATING VARIABLE IN THE EFFECT OF TRANSFORMATIONAL LEADERSHIP ON PERFORMANCE." Humanities & Social Sciences Reviews 7, no. 6 (January 2, 2020): 1082–89. http://dx.doi.org/10.18510/hssr.2019.76158.
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Purpose: This study aims to examine the direct and indirect effect of transformational leadership on performance with job satisfaction as a mediator of the educational staff at the University of X Yogyakarta, and the direct effect of job satisfaction on the performance of educational staff at the University of X Yogyakarta.
Methodology: The population of this study was the educational staff at the University of X. The sampling technique used in this study was stratified random sampling, involving a total of 50 educational staff as samples. Data collection was done using a performance scale, job satisfaction scale, and transformational leadership scale. The data were analyzed using the path regression ordinary least square technique.
Main Findings: The results showed that transformational leadership has a significant effect on job satisfaction of educational staff, transformational leadership does not effect on performance of educational staff, job satisfaction has a significant effect on performance of educational staff and transformational leadership has a significant effect on performance through job satisfaction as a mediator of educational staff. Thus, job satisfaction can play a good role as a mediator.
Applications of this study: Satisfaction has an important role in increasing work productivity which includes quantity and quality of work, timeliness of work, work effectiveness, independence, and commitment. Leaders in implementing a transformational leadership style must be accompanied by efforts to create a work environment that supports the realization of the job satisfaction of its employees. Regardless of employee job satisfaction, the leader’s transformational leadership style will be in vain.
Novelty: To the best of our knowledge, research on job satisfaction as a mediating variable in the effect of transformational leadership on the performance of educational staff is still rarely done both in Indonesia and abroad. Previous studies only positioned job satisfaction as an independent variable that affects performance and not as a mediator variable. This study focuses on job satisfaction as a mediator the effect of transformational leadership on the performance of educational staff.
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Chae, Jin. "An Analysis on the Effects of Educational Training of New Fire Officers on Job Implementation." Fire Science and Engineering 34, no. 2 (April 30, 2020): 131–40. http://dx.doi.org/10.7731/kifse.8fceea96.
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Existing verification research for how effectively the educational training of new fire officers has been applied to actual fieldwork is extremely insignificant. This is because only a few studies have empirically verified job implementation according to job satisfaction, which is believed to have a great influence on various aspects such as learner traits, educational programs, and learning outcomes. Moreover, it is necessary to conduct an empirical investigation regarding the effects of learner traits, educational programs, and learning outcomes on disaster scenes and the job implementation of fire administration on new fire officers. This study aims to provide an empirical analysis of the effects of educational training of new fire officers on job implementation. It has been identified that learner traits and learning outcomes have an effect on job satisfaction. Accordingly, job satisfaction, educational programs, learning outcomes, and learner traits have a significant effect (P < 0.05) on job implementation.
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Roller, Christiane, Christian Rulff, and Michael M. Tamminga. "It’s a mismatch! Overeducation and career mobility in Germany." German Economic Review 21, no. 4 (December 16, 2020): 493–514. http://dx.doi.org/10.1515/ger-2019-0107.
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AbstractThe career mobility model suggests that overeducated workers are more prone to take up on-the-job training, to climb up the career ladder, or to leave to professions more suitable to their educational level. Our empirical analysis, using the German SOEP, confirms this theory for Germany. Comparing adequately qualified and overqualified workers in jobs that require the same level of formal qualification indicates that overeducated workers have a higher probability to take up on-the-job training and have a higher probability to move to jobs that better match their educational level. Furthermore, we find that overeducated workers experience higher wage growth than their adequately educated colleagues.
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Kelkay, Asrat Dagnew, Amare Sahile, Sewagegn Mola, and Dilnesa Yeshiwas. "Selected Demographic Characteristics and Employees’ Job satisfaction in Government Organizations: Dangila, Ethiopia." Global Journal of Psychology Research: New Trends and Issues 10, no. 2 (September 30, 2020): 221–32. http://dx.doi.org/10.18844/gjpr.v10i2.4818.
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The purpose of this study was to investigate the difference between selected demographic characteristics and employees’ job satisfaction in government organizations. The study used a descriptive survey design. Data were collected from 112 government employees selected as sample members by using a stratified random sampling technique. To determine the levels of government employees’ job satisfaction, a one-sample t-test was used and an independent t-test was used for measuring whether there exists a significant difference between employees’ sex group on their job satisfaction, whereas a one-way analysis of variance analysis technique was applied to measure whether there exists a significant difference among government employees’ job satisfaction on their age, educational level and work experience. The following findings were obtained; employees had a significantly lower level of satisfaction on their jobs, job satisfaction of employees remained the same regardless of sex group differences and regardless of age, years of service and educational level group differences. Keywords: Demographic characteristics, employees’ satisfaction and government organizations.
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Bullis, Michael, H. D. Bud Fredericks, Constance Lehman, Kathleen Paris Janet Corbitt, and Brian Johnson. "Description and Evaluation of the Job Designs Project for Adolescents and Young Adults with Emotional or Behavioral Disorders." Behavioral Disorders 19, no. 4 (August 1994): 254–68. http://dx.doi.org/10.1177/019874299401900401.
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This article describes the Job Designs Project, a 3-year model demonstration effort that provided vocational services to adolescents and young adults with emotional or behavioral disorders. Vocational trainers offered job placement, training, and support to the participants. Of the 58 participants, 46 (79%) secured competitive work and 17 of the 46 were placed in multiple job placements, resulting in a total of 78 competitive jobs. Of the 78 jobs, 51 (65%) ended successfully (e.g., the worker quit the job appropriately) and 27 (35%) ended unsuccessfully (e.g., termination or the worker quit inappropriately). A total of 17 (37%) workers were fired from jobs and 28 (61%) were fired or quit a job inappropriately. Correlational analyses revealed that four variables were associated with program success or failure: history of alcohol/substance abuse, history of running away from residential placements, use of alcohol/substances while in the program, and social problems with work supervisors and/or co-workers. Surveys of the employers who hired a worker from Job Designs indicated that they were favorably impressed with the project and its staff. Participants interviewed at exit from the program reported that, overall, they were satisfied with their own program experiences. Drawing from these results and experiences, suggestions are made for conducting effective vocational programs for this population and for future research.
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Santiago Vela, Ana. "Same Degree, Same Opportunities? Educational and Social Background Effects on Overeducation in Germany." Social Sciences 10, no. 8 (August 20, 2021): 315. http://dx.doi.org/10.3390/socsci10080315.
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Overeducation is indicative of a suboptimal education–job match and is related to several negative consequences for workers. Despite extensive research explaining the overeducation phenomenon, previous studies have not simultaneously analyzed educational background (i.e., educational degrees) and social background effects, or have failed to consider both the vertical and horizontal dimension that educational degrees entail (i.e., level and field). This article seeks to overcome these limitations by examining whether overeducation varies (1) across educational background (considering both level and field of educational degrees), (2) across social background, and (3) by social background among workers with the same degree. Based on the German BIBB/BAuA Employment Survey 2018, results suggest that highly educated workers are more likely to be overeducated for the jobs they hold, implying the supply of this workforce exceeds the available adequate jobs on the German labor market. The field of education determines the risk of overeducation as well, with some occupationally specific fields of education (IT, natural sciences, and health) making for lower overeducation risk for both vocational and academic education. The results also indicate social background directly influences education–job matches (controlling for level and field of education), i.e., a social gap in overeducation. This evidence suggests an effect of social background on job allocation processes, beyond the effect of education, so that the offspring of privileged classes (i.e., high salariat) use the same degrees on the labor market more profitably than the offspring of less privileged classes. Given the low attention paid to education–job matches in social stratification analyses, the present article makes a noteworthy contribution to the literature on social stratification and inequality. In addition, the present research will serve as a base for future studies on overeducation including both the vertical and horizontal dimension of educational degrees.
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Khan, Ali Junaid, Muhammad Azhar Bhatti, Altaf Hussain, Rashid Ahmad, and Jawad Iqbal. "Employee Job Satisfaction in Higher Educational Institutes: A Review of Theories." Journal of South Asian Studies 9, no. 3 (December 30, 2021): 257–66. http://dx.doi.org/10.33687/jsas.009.03.3940.
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Employee Job satisfaction is an indication of how happy you are with your job. A person will feel confident and enthused about their work if they adhere to this value of job satisfaction. Teachers play a crucial role in the delivery of knowledge in higher educational institutes, As a result, it is no wonder that the subject of their job satisfaction frequently comes up in conversation. Job-satisfaction theories from Maslow to Lock have all been proposed to try to explain or understand the phenomenon of job satisfaction and motivation. Factors that contribute to employee job satisfaction change over time and cultural aspects are very important very analyzing these theories. In this study, a descriptive research design is used, and conclusions are drawn using a theory-based approach. According to the findings, job satisfaction of academic staff can be improved by implementing theories of satisfaction/motivation in higher educational institutes. Job satisfaction of academic staff leads towards the delivery of quality education resulting in student satisfaction and better university performance. This study has several implications for researchers and policymakers that it makes no difference whether theories are correct or incorrect; rather, it is determined by the environment in which they are used. Theories must be redesigned to incorporate the most recent results in human psychology.
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Kumar, Krishan. "Organisational Determinants of Job Satisfaction in Educational Organisations." Indian Journal of Public Administration 56, no. 2 (April 2010): 298–315. http://dx.doi.org/10.1177/0019556120100209.
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Kim, Young-Gook, and Bill Ryan. "Educational Effects of Job Attitudes among Hospitality Employees." International Journal of Tourism Sciences 2, no. 1 (January 2002): 69–84. http://dx.doi.org/10.1080/15980634.2002.11434531.
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Spilerman, Seymour, and Tormod Lunde. "Features of Educational Attainment and Job Promotion Prospects." American Journal of Sociology 97, no. 3 (November 1991): 689–720. http://dx.doi.org/10.1086/229817.
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van der Ploeg, Henk M. "Job Stress in Educational Managers: A Dutch Survey." Journal of Managerial Psychology 4, no. 1 (January 1989): 22–26. http://dx.doi.org/10.1108/eum0000000001709.
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Qodad, Aymane, Abdelilah Benyoussef, Abdallah El Kenz, and Mourad Elyadari. "Toward an Adaptive Educational Hypermedia System (AEHS-JS) based on the Overlay Modeling and Felder and Silverman’s Learning Styles Model for Job Seekers." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (April 24, 2020): 235. http://dx.doi.org/10.3991/ijet.v15i08.10574.
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In this paper we introduce a new design of an adaptive educational hypermedia system for job seekers, this proposal is based, for the part of learning objectives, on a job model which allows adapting the content and the path of education to the intended jobs, and, for the learner model construction, on a specific use of the learning styles of Felder and Silverman.
First, we present existing literature to give a general review on adaptive edu-cational hypermedia systems, in that way; we have reported the related items to different notions in the adaptive educational Systems area as the differentiated pedagogy, the learning objects, and the learner profile. Then we argued our choice of the components of our model and we detailed the new ones.
As designed, the model can produce a suitable learning path for the user to match the job characteristics and the learning style of the person in order to help the user owning the job sought. With the possibility of linking the required com-petencies to the education skills, we aim to map business tasks to learning activi-ties.
Based on this approach, we designed an Adaptive Educational Hypermedia System named AEHS-JS that will help to improve the efficiency and pragmatism of job search activities.
In plus of the social impact of this work as it help job seekers to complete their profiles and get the career they are looking for, this work will allow companies to find the candidates that match the job criteria sought.
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Smith, Matthew J., Kari Sherwood, Brittany Ross, Justin D. Smith, Leann DaWalt, Lauren Bishop, Laura Humm, Jeff Elkins, and Chris Steacy. "Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial." Autism 25, no. 6 (February 10, 2021): 1536–52. http://dx.doi.org/10.1177/1362361321989928.
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Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. Lay abstract Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth.
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Otchia, Christian S. "Returns to Educational Attainment in Urban Ghana: The Role of Job-to-Job Transition." Progress in Development Studies 21, no. 1 (January 2021): 51–67. http://dx.doi.org/10.1177/14649934211003464.
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It is well established that additional educational attainment above lower secondary yields higher returns. We find that these returns are mediated by the job transitions, especially for individuals with vocational education. We then study whether the job-to-job transition explains the differences in the returns to educational attainment and find evidence of positive returns of the movement from employee to self-employed. We show that successful employee voluntary move to self-employment to maximize their earnings, while early spell of self-employment tends to have a lasting negative effect on earnings. Our analysis partially explains why self-employment is the top final destination for many workers in developing countries.
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Hardie, Jessica Halliday, Jonathan Daw, and S. Michael Gaddis. "Job Characteristics, Job Preferences, and Physical and Mental Health in Later Life." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311983600. http://dx.doi.org/10.1177/2378023119836003.
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Existing research linking socioeconomic status with work focuses primarily on the precursors (educational attainment) and outcomes (income) of work, rather than asking how diverse facets of work influence health. Using four waves of data from the Wisconsin Longitudinal Study, the authors evaluate whether multiple measures of respondent job characteristics, respondent preferences for those characteristics, and their interaction substantially improve the fit of sociological models of men’s and women’s physical and mental health at midlife and old age compared with traditional models using educational attainment, parental socioeconomic status, and income. The authors find that nonwage job characteristics predict men’s and women’s physical and mental health over the life course, although there is little evidence that the degree to which one’s job accords with one’s job preferences matters for health. These findings expand what is known about how work matters for health, demonstrating how the manner and condition under which one works has lasting impacts on well-being.
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Altay, Duran, Bülent Yılmaz, and Elif Üreten. "Eğitim Yönetiminde İş Tatmininin Sağlanmasına Dönük Girişimlerin İncelenmesi." International Journal of Social Sciences 6, no. 26 (October 22, 2022): 405–14. http://dx.doi.org/10.52096/usbd.6.26.26.
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In this study, it is aimed to examine the initiatives aimed at ensuring job satisfaction in educational management, especially in terms of personnel working in educational institutions. Concise evaluations have been made within the framework of the results obtained within the scope of the research, studies and examinations carried out on the subject. When the literature is examined, although there are many positive studies about job-oriented dissatisfaction, it is seen that such studies, especially for employees working in educational institutions within the concept of educational management, fall short of what is expected. In educational management, job-oriented dissatisfaction experienced in institutions is included in a conceptual framework that has flexibility that can relate to many parameters in the current situation. The aim of this study is to contribute to the existing literature and to expand and diversify the literature with the additions it will provide to existing studies. Key Words: Education Management, Educational Institutions, Job Dissatisfaction
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YIM, TAEK KYUN. "A Study on the Specification of Educational Goals of University Basic Liberal Arts Writing." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 11–25. http://dx.doi.org/10.33645/cnc.2022.10.44.10.11.
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This study tried to identify the types of writing that are important and highly useful in the discourse community by job and the specific writing ability required for each type of writing. To this end, 13 types of job writing were derived by analyzing 12 books that actual office workers are receiving and using for job writing. Afterwards, the questionnaires were answered and analyzed from 300 office workers working in large enterprises, medium-sized enterprises, SMEs and public institutions across the country. The analysis results provided the following implications for job writing education. (1) that the possibility of writing ability, which is highly useful and important throughout the job writing, was confirmed, (2) that the necessity of education on the e-mail genre was confirmed in job writing, (3) that the job field Depending on the type of writing required, the scope of writing may vary.This study is meaningful in that it is a discussion on job writing education that balances theory and practice, and provides specific basic information for constructing job writing training contents and programs.
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Owusu, Ernest, Chief Bright Akomeah, and Francis Duah. "Demographic differences in sources of stress in higher educational institutions in Ghana." International Journal of Financial, Accounting, and Management 3, no. 1 (June 4, 2021): 27–44. http://dx.doi.org/10.35912/ijfam.v3i1.476.
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Purpose: The current research aimed to investigate demographic differences in job stress prevalence and job stress causes among the staff of universities. Research methodology: The study is based on a descriptive, quantitative, and cross-sectional research design. A sample of 100 respondents, from Sunyani Technical University, were sampled using the convenience sample method. Data were collected in a survey using a questionnaire which was designed by the researchers and administered to the respondents at their workplaces. The collected data were analyzed using descriptive statistics, regression analysis, and One-Way Analysis of Variance. Results were presented in Tables. Results: The findings indicate that significant demographic differences exist in job stress prevalence and job stress causes. The management of universities should take into account the current findings of the research in dealing with job stress. Appropriate policies are recommended to be put in place to deal with stress related to the job to improve staff output, so as not to have a deleterious effect on staff professional work and personal welfare. Limitations: Some respondents felt reluctant to take part in the survey. The causal conclusions cannot be made based on the current findings since a causal investigation was not the focus of the study, and hence was not done. Some respondents also did not answer all the questions asked. Contributions: The paper contributes to the literature in the area of job stress sources and the role demographic factors in job stress causes in higher institutions. The work is the first of its kinds in the study institution on the role of culture and belief on job stress.
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Hendra, Ritman, Jamilus Jamilus, Recep Dogan, and Thomas K. Gugler. "Job Analysis Urgentity (Task) in Islamic Education." Al-Hijr: Journal of Adulearn World 1, no. 2 (June 1, 2022): 55–64. http://dx.doi.org/10.55849/alhijr.v1i2.15.
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This study aims to understand the importance of a task/job analysis for the advancement of Islamic education in Islamic educational institutions. With the analysis of the tasks placed by each human resource in their respective positions with their competencies, the goals of Islamic education will be achieved. The method used in this research is qualitative in a literature study approach. In contrast, in collecting data and study materials through various books and journals and other documents relevant to the study, a conclusion is then drawn. The expected results of this discussion will later contribute to Islamic education in Islamic educational institutions to make task analysis a top priority in achieving the goals of Islamic teaching. There are four types of job analysis carried out by educational institutions, namely 1) Job Analysis for personal specifications, 2) Job Analysis for training purposes, 3) Job Analysis for setting rates and 4) Job Analysis for method improvements. These four are essential parts carried out by Islamic educational institutions in finding human resources who contribute to the progress of Islamic education.
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Hendra, Ritman, Jamilus Jamilus, Recep Dogan, and Thomas K. Gugler. "Job Analysis Urgentity (Task) in Islamic Education." Al-Hijr: Journal of Adulearn World 1, no. 2 (June 1, 2022): 55–64. http://dx.doi.org/10.55849/alhijr.v1i2.15.
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This study aims to understand the importance of a task/job analysis for the advancement of Islamic education in Islamic educational institutions. With the analysis of the tasks placed by each human resource in their respective positions with their competencies, the goals of Islamic education will be achieved. The method used in this research is qualitative in a literature study approach. In contrast, in collecting data and study materials through various books and journals and other documents relevant to the study, a conclusion is then drawn. The expected results of this discussion will later contribute to Islamic education in Islamic educational institutions to make task analysis a top priority in achieving the goals of Islamic teaching. There are four types of job analysis carried out by educational institutions, namely 1) Job Analysis for personal specifications, 2) Job Analysis for training purposes, 3) Job Analysis for setting rates and 4) Job Analysis for method improvements. These four are essential parts carried out by Islamic educational institutions in finding human resources who contribute to the progress of Islamic education.
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Nafiu, Akeem Tunde, Unekwu Cynthia Alogwuja, and Dare Joseph Enimola. "EXPLORING THE DIVERSITY WITHIN THE WORKPLACE OF SMALL FIRMS IN KOGI STATE, NIGERIA." Facta Universitatis, Series: Economics and Organization, no. 1 (January 16, 2021): 329. http://dx.doi.org/10.22190/fueo200729024n.
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This study aimed at exploring diversity within the workplace of Small Firms in Kogi State, Nigeria. The study used survey research design. Descriptive statistics, mean score from Likert scale, ANOVA and multiple Regressions were used for data analysis. The study found that age has significant effect on job satisfaction of employees; and that religion, educational background and job experience have strong significant effect on small firms’ organizational outcomes in Kogi State. The finding further indicated that gender difference affects organizational performance, job satisfaction, productivity, competitive advantage and customers’ satisfaction. The study concluded that age has significant positive effect on job satisfaction; and other factors such as religion, educational background and job experience of employees only affect the performance of small firms in Kogi State positively. This study therefore recommended that owner-managers of small firms should take cognizance of age as it affects job satisfaction of employees; and should strategically manage factors such as religion, educational background and job experience of employees as they affect performance
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Wang, Weihao, and Shike Zhou. "The Effect of School Organizational Support on Job Satisfaction of Primary and Secondary School Teachers: The Mediating Role of Teachers’ Engagement in Educational Research." Best Evidence in Chinese Education 11, no. 2 (July 30, 2022): 1499–515. http://dx.doi.org/10.15354/bece.22.or064.
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The topic of teacher work satisfaction has long been a focus of educational study. This study examined the impact of school organizational support on teacher job satisfaction as mediated by teachers’ engagement in educational research, utilizing the findings of a survey on the academic quality of basic education students in Jiangsu Province in 2020 and analyzing the data of 21,154 primary and 16,585 secondary school teachers. In this work, the structural equation model is utilized. Significant favorable relationships are shown between school organization support, teachers’ participation in educational research, and teachers’ work happiness. The engagement of teachers in educational research somewhat mediates the relationship between school organization support and teacher job happiness. School organization support positively predicts teacher job satisfaction. The impact of school organization support on teachers’ participation in educational research and job satisfaction is greater at the primary level than at the junior secondary level.
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Primandari, Arum Handini, and Nur Aini Ikasakti. "Job applicants clustering using self-organizing map." Bulletin of Social Informatics Theory and Application 1, no. 2 (December 1, 2017): 60–71. http://dx.doi.org/10.31763/businta.v1i2.28.
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Yogyakarta Government through Directorate of Manpower and Transmigration (Disnakertrans) have been canvassing people looking for job. An employment program was provided by Disnakertrans to allow job applicants meet companies. This research was carried out to identify educational background of applicants, in order to obtain the suitable worker. One of the ways to identify educational background is by district clustering in Yogyakarta. Clustering method is employed to reveal the characteristic of educational quality in every district in Yogyakarta. Clustering is a grouping method which is done by minimalize the characteristic among class members and minimalize the characteristic among clusters. This research used Self Organizing Maps to grouping districts in Yogyakarta according to educational background of its job seekers. The clustering results 3 clusters: 6 districts belong to cluster 1, 4 districts belong to cluster 2, and 4 districts belong to cluster 3. Then, Yogyakarta map is used to visualize the result of district clustering.
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Chesters, Jenny, and Johanna Wyn. "Chasing rainbows: How many educational qualifications do young people need to acquire meaningful, ongoing work?" Journal of Sociology 55, no. 4 (November 26, 2019): 670–88. http://dx.doi.org/10.1177/1440783319888285.
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The increasingly complex relationship between educational qualifications and employment is an integral, yet little-explored dimension of the labour market developments that have come to be referred to as the ‘gig economy’. This article explores the changing meaning and relevance of education through an analysis of young people’s employment outcomes in terms of employment status, having a job in their field of study and job satisfaction. It shows that while higher levels of education do provide some protection from unemployment, the relationship is murky. A relatively large proportion of highly educated young adults are experiencing underemployment and precarious work. Young women are less engaged in the labour market. Furthermore, those with secure jobs do not necessarily find them meaningful and those with meaningful jobs are not necessarily in secure employment. For many young people, using their educational qualifications to find security in work is a bit like ‘chasing rainbows’.
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Chong, Shyue Chuan, Mohammad Falahat, and Yin Su Lee. "Emotional Intelligence and Job Performance of Academicians in Malaysia." International Journal of Higher Education 9, no. 1 (December 23, 2019): 69. http://dx.doi.org/10.5430/ijhe.v9n1p69.
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This study explores the predictive utility of an emotional intelligence measurement that is based on the Role-Based Performance Scale (RBPS) measure of job performance. This inquiry aims to investigate whether the level of emotional intelligence score of each academic staff in the selected private higher educational institutions affects job performance. This research applied a quantitative method approach to cast the researchers’ net wider to include selected higher educational institutions to obtain as much data as possible. The results demonstrate a significant relationship between emotional intelligence and job performance of academic workers in private higher educational institutions. Therefore, these significant findings shed further light on the theoretical and practical utility of the construct of emotional intelligence and job performance, and have proven the fact that emotional intelligence is accountable for and could predict job performance.
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Liu, Bowe, Milner, Li, Too, and LaMontagne. "Job Insecurity: A Comparative Analysis between Migrant and Native Workers in Australia." International Journal of Environmental Research and Public Health 16, no. 21 (October 28, 2019): 4159. http://dx.doi.org/10.3390/ijerph16214159.
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Job insecurity is a modifiable risk factor for poor health outcomes, and exposure to job insecurity varies by population groups. This study assessed if job insecurity exposure varied by migrant status and if the differences varied by gender, age, educational attainment, and occupational skill level. Data were from wave 14 of the Household Income and Labour Dynamics in Australia Survey. The outcome was job insecurity. Exposure was migrant status defined by (1) the country of birth (COB), (2) the dominant language of the COB, and (3) the number of years since arrival in Australia. Data were analysed using linear regression, adjusting for gender, age, educational attainment, and occupational skill level. These covariates were also analysed as effect modifiers for the migrant status–job insecurity relationships. Migrant workers, especially those from non-English speaking countries (non-ESC-born), experienced higher job insecurity than Australia-born workers; however, these disparities disappeared after 11+ years post-arrival. The migrant status–job insecurity relationships were modified by educational attainment. Unexpectedly, the disparities in job insecurity between non-ESC-born migrants and Australia-born workers increased with increasing educational attainment, and for those most highly educated, the disparities persisted beyond 11 years post-arrival. Our findings suggested that continuing language skill support and discrimination prevention could facilitate migrant integration into the Australian labour market.
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Zuraida, Zuraida. "KEPUASAN KERJA DITINJAU DARI BEBAN KERJA KARYAWAN YANG BERLATARBELAKANG PENDIDIKAN TIDAK SESUAI DENGAN PEKERJAAN." Jurnal Ilmiah Psyche 14, no. 2 (December 23, 2020): 71–82. http://dx.doi.org/10.33557/jpsyche.v14i2.1158.
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Employees who are placed in positions that are not in accordance with educational backgrounds will experience a high workload so that they will feel dissatisfied at work. This study aims to examine the relationship between job satisfaction in terms of the workload of employees whose educational background is not appropriate for their work. Job satisfaction and workload variables are measured using a scale. The subjects of this study were 50 employees who work not according to educational background, with the determination of the sample based on accidental sampling. The analysis technique used in this research is quantitative analysis using Karl Pearson's product moment with the SPSS version 20 for Windows program. Based on the research results, it is known that job satisfaction has a negative relationship with the workload of employees with educational backgrounds that are not suitable for their work. There is a significant negative correlation (r-0.769 with sig <0.05) between the variable job satisfaction and the workload of employees whose educational background is not in accordance with their work, namely 0.000 and the significance value is below / smaller 0.05, this means that the lower the job satisfaction, then the higher the workload and vice versa, the higher the job satisfaction, the lower the workload. . Job satisfaction has the most low categories with a contribution of 56% and the workload at most has a high level category with a contribution of 58%.
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Thi Phi Nga, Nguyen, and Tran Trieu Khoi. "JOB SATISFACTION OF THE EMPLOYEESAT RED STARUNIVERSITY IN VIETNAM." International Journal of Advanced Research 9, no. 11 (November 30, 2021): 691–700. http://dx.doi.org/10.21474/ijar01/13792.
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The current paper aims to analyze the effect of thesix factors on the employeessatisfaction with their jobs atSao Do(Red Star) University in the North of Vietnam, which include: job characteristics, income and welfair, training for promotion, colleague, superior, working condition. The individual factor is also investigated in this study. The results of the research show that all the six factors have positive relation to the employees satisfaction with jobs while the individual factor (age, gender, educational/skill level) has no different effect to the employees satisfaction with job. Quantitative research methodology was applied for the research and some suggestions for Sao Do(Red Star)University was also proposed to increase their employees satisfaction with their jobs.
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Rizwan, Muhammad, Asad Afzal Humayon, Ahmad Usman Shahid, Rizwan Qaiser Danish, Nauman Aslam, and Jawad Shahid. "Antecedents of job turnover in educational sector of Pakistan." International Journal of Organizational Leadership 6, no. 1 (January 1, 2017): 89–101. http://dx.doi.org/10.33844/ijol.2017.60404.
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Hysa, Ferit. "Impact of Educational Leadership Styles on Job Teachers Stress." European Journal of Social Sciences Education and Research 2, no. 1 (December 30, 2014): 199. http://dx.doi.org/10.26417/ejser.v2i1.p199-204.
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During the school management, it is very important to have an effective school but more important is to use the right styles according to health safety and high outcomes. The leadership is a wide concept in general way and a specific one according to the education and school too. The tradition of school leadership is new in Albania. The education leadership in the new Albanian context request establishing of school leadership. The knowledge and application of contemporary education leadership it is obligatory for improvement and raising effectively to Albanian school. This study is focus in the influence of educational leadership styles in the job teachers stress and satisfaction. The research question is: what is the best and right education leadership style need to be applied in Albanian school. The research method is a quantities and qualitative way through the questionnaires, semi and structures interviews. The conclusion is that no all the educational leadership styles that are effective ones, are the right educational leadership styles. This conclusion brings the need to be selected the educational organizational theories for an effective school through the right educational leadership styles.
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Hysa, Ferit. "Impact of Educational Leadership Styles on Job Teachers Stress." Journal of Modern Education Review 5, no. 2 (February 20, 2015): 166–71. http://dx.doi.org/10.15341/jmer(2155-7993)/02.05.2015/005.
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Lee, Geum-Suk. "Educational Needs for Caregivers' Job Training Using IPA Analysis." Korea Academy of Care Management 28 (September 30, 2018): 5–28. http://dx.doi.org/10.22589/kaocm.2018.28.5.
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Wood, Michelle. "Whose Job is it Anyway? Educational Roles in Inclusion." Exceptional Children 64, no. 2 (January 1998): 181–95. http://dx.doi.org/10.1177/001440299806400203.
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Qualitative research methods were used to investigate teachers' perceptions of their educational roles and collaborative teaching efforts in the inclusion of children with severe disabilities in general education classrooms of one school district. Individual interviews were conducted with three educational teams; each consisted of a general education teacher and a special education teacher of an included student. Results indicated that in the initial stages of inclusion, teachers maintained discrete role boundaries through a relatively clear, albeit informal, division of labor. As the school year progressed, role perceptions became less rigid as the teaming became more cooperative. Implications relate to special education reform and effective strategies to facilitate collaboration among teachers who work within and to promote inclusive environments.