National survey of job satisfaction and retirement intentions among general practitioners in England

Objectives To measure general practitioners' intentions to quit direct patient care, to assess changes between 1998 and 2000, and to investigate associated factors, notably job satisfaction. Design Analysis of national postal surveys conducted in 1998 and 2001. Setting England. Participants 1949 general practitioner principals, of whom 790 were surveyed in 1998 and 1159 in 2001. Main outcome measures Overall job satisfaction and likelihood of leaving direct patient care in the next five years. Results The proportion of doctors intending to quit direct patient care in the next five years rose from 14% in 1998 to 22% in 2001. In both years, the main factors associated with an increased likelihood of quitting were older age and ethnic minority status. Higher job satisfaction and having children younger than 18 years were associated with a reduced likelihood of quitting. There were no significant differences in regression coefficients between 1998 and 2001, suggesting that the effect of factors influencing intentions to quit remained stable over time. The rise in intentions to quit was due mainly to a reduction in job satisfaction (1998 mean 4.64, 2001 mean 3.96) together with a slight increase in the proportion of doctors from ethnic minorities and in the mean age of doctors. Doctors' personal and practice characteristics explained little of the variation in job satisfaction within or between years. Conclusions Job satisfaction is an important factor underlying intention to quit, and attention to this aspect of doctors' working lives may help to increase the supply of general practitioners

The structural and metamorphic geology of the Val Piora region, Ticino, Switzerland

Imperial Users onl

An Explanatory Model of Teacher Movement Within Ontario School Boards

Teacher movement within school boards was examined using a qualitative methodology. Emergent themes were found to be consistent with the research literature and the addition of two themes achieved theoretical saturation. In this paper, the themes and relationships between the themes are examined in terms of developing a substantive theoretical model of teacher movement within school boards. However, it is found that a two-phase chronology of events was necessary for the model development. The two phases are the shortterm chronology of transfer events and the other is a longterm chronology of lifestyle over a career. The model that emerged is consistent with all findings in the qualitative study and concordant with findings by other researchers

Occurrence of Bimodal Classroom Achievement in Ontario

The occurrence of bimodality in classroom distributions of student achievement is assessed for a population sample of 143,925 Ontario grade 9 students in 6,943 classrooms using standardized assessment scores. A pattern recognition approach―which makes no assumptions about the underlying latent variables―was used to identify the number of modes. The resulting finding was that one quarter of classrooms exhibit bimodal characteristics, with approximately 20% having two modes and 5% having three modes

The Movement Of Teachers Within Ontario School Boards.

This study examines teacher movement between secondary schools within the same school board using qualitative multiple case study. Interviews were conducted with each participant before moving, shortly after moving and a period of time after moving schools. The coding of the interviews found evidence corroborating known themes of leadership, teacher match to the school environment, professional success, peers, working conditions, productivity, personal reasons, the school building, socio-economic situation of the community, financial considerations, and proximity to where teachers went to school, were born and have relatives. However, two additional themes, stress and the role of policies, were identified before achieving theoretical saturation; these two additional themes are the focus of this article