TRIBAL TEACHERS IN PUBLIC AND PRIVATE SCHOOLS: A STUDY OF THEIR JOB SATISFACTION AS RELATED TO CERTAIN SOCIO-PSYCHOLOGICAL FACTORS

Background: Educational institutions where people are employed for teaching work provide an organizational structure to them. The academic performance of the students in a school depends upon the effective role of teachers, which in turn is dependent upon the job satisfaction of the teachers. It is an admitted fact that both industrial productivity and the well-being of the employees are related to the fact as to how satisfied or dissatisfied employees are on the job.Objective: To examine the differences if any between the teachers of public and private schools on job satisfaction and its allied psychological factors. Materials and Methods:The present study consists of 320 tribal school teachers drawn from high schools located in Ranchi on a stratified random basis. Each teacher were given personal data questionnaire, job satisfaction, anxiety, job involvement, organizational commitment and locus of control scale for assessing their sociological and personality correlates of job satisfaction. Results:Type of school produces significant main effects on job satisfaction. The obtained value is 12.47, which is statistically significant at .01 level of confidence. On the basis of the correlations obtained, it may be concluded that job satisfaction, job involvement, organizational commitment and locus of control are negatively correlated with anxiety, and positivity correlated with each other.&nbsp

The internationalization of the Polish academic profession. A comparative European approach

The internationalization of the Polish academic profession is studied quantitatively in a comparative European context. A micro-level (individual) approach relying on primary data collected in a consistent, internationally comparable format is used (N = 17 211 cases). The individual academic is the unit of analysis, rather than a national higher education system or an individual institution. The authors\u27 study shows that research productivity of Polish academics (consistent with European patterns) is strongly correlated with international collaboration: the average productivity of Polish academics involved in international collaboration ("internationalists") is consistently higher than that of Polish "locals" in all academic fields. Polish academics are less internationalized in research than the European average but the research productivity of Polish "internationalists" is much higher than that of Polish "locals". The impact of international collaboration on average productivity is much higher in Poland than in the other European countries studied, a finding with important policy implications. (DIPF/Orig.

Employment Testing and Incentives to Learn

Employment tests predict job performance because they measure or are correlated with a large set of malleable developed abilities which are causally related to productivity. Our economy currently under-rewards the achievements that are measured by these tests. Consequently, economic incentives to study hard in high school are minimal and this absence of incentives has contributed to the low levels of achievement in math and science. The paper concludes with a discussion of ways in which employment tests can strengthen incentives to learn

The Effects of Stress Mindset Interventions on University Students\u27 Health and Functioning

In modern society, the overwhelming cultural narrative proclaims that stress is detrimental to health and should be limited and avoided at all costs. However, recent research has demonstrated that it is one’s stress mindset, rather than their stress level, that determines the psychological and physiological outcomes. Mindsets are lenses that simplify and order the world, and have been proven to influence daily behavioral and physiological responses to create cascading effects. Recent research has demonstrated that one’s mindset about stress is the demining factor in health, performance, and productivity in response to stressful conditions, and that these mindsets can be manipulated via intervention training programs. Given the increasingly high stress levels of university students and the common mindset that stress is debilitating to health and performance, university students are excellent candidates for mindset interventions. The present study examines the feasibility and impact of a mindset intervention for university students and tracks their academic and psychological functioning over the course of the year. Additionally, this study examines the effect of mindset interventions on students’ willingness to grow from stressful experiences. Results indicates that stress mindset intervention training has a significant effect on students’ mindsets about their stress, and that these effects last over time. However, results fail to indicate that a stress mindset intervention significantly impacts students’ willingness to grow from potentially stressful experiences

Job Anxiety, Work-Related Psychological Illness and Workplace Performance

This paper uses matched employee-employer data from the British Workplace Employment Relations Survey (WERS) 2004 to examine the determinants of employee job anxiety and work-related psychological illness. Job anxiety is found to be strongly related to the demands of the job as measured by factors such as occupation, education and hours of work. Average levels of employee job anxiety, in turn, are positively associated with work-related psychological illness among the workforce as reported by managers. The paper goes on to consider the relationship between psychological illness and workplace performance as measured by absence, turnover and labour productivity. Work-related psychological illness is found to be negatively associated with several measures of workplace performance.job anxiety, stress, absence, labour productivity

Making it in academic psychology: Demographic and personality correlates of eminence

Citations to published work, personality, and demographic characteristics were examined in a sample of male and female academic psychologists. A large sex difference was found in citations with men receiving significantly more recognition. Reputational rankings of graduate school and current institution were significantly related to citations, as were components of achievement motivation. Mastery and work needs were positively related to citations while competitiveness was negatively associated with the criterion. A model of attainment in psychology is proposed and possible explanations for the differential recognition of women are explored

Economic impact of education: evidence and relevance

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