المؤلفون: Young, I. Phillip, Young, Karen Holsey, Okhremtchouk, Irina, Castaneda, Jose Moreno

المصدر: Journal of School Public Relations. Fall 2009 30(4):260-280.

تمت مراجعته من قبل الزملاء: Y

Page Count: 21

الواصفات: Principals, Elementary Schools, Males, Compensation (Remuneration), Satisfaction, Economic Climate, Resource Allocation, Methods, Teacher Salaries, Comparative Analysis, Structural Equation Models

معرفات التقييم و الدراسة: Minnesota Satisfaction Questionnaire

مستخلص: Pay satisfaction was assessed according to different facets (pay level, benefits, pay structure, and pay raises) and potential referent groups (teachers and elementary school principals) for a random sample of male elementary school principals. A structural model approach was used that considers facets of the pay process, potential others as significant referent sources, and actual pay received by male elementary school principals. All facets were found to be important; significant others who were found to be important were teachers, as well as other elementary school principals within the school district. The overarching finding was that relative pay, rather than pay rate, is the better predictor of pay satisfaction. (Contains 2 figures and 1 table.)

Abstractor: As Provided

الوصول الحر: http://rowman.com/page/JSPRTest

المؤلفون: Young, I. Phillip, Vang, Maiyoua, Young, Karen Holsey

المصدر: Journal of School Public Relations. Sum 2008 29(3):378-400.

تمت مراجعته من قبل الزملاء: Y

Page Count: 23

الواصفات: Academic Achievement, Public Relations, Human Resources, Student Characteristics, Public Education, Administrator Education, Student Evaluation, Scores, Elementary School Students, Socioeconomic Status, English (Second Language), Second Language Learning, Expenditure per Student, Enrollment, Administrator Qualifications

مستخلص: Standards-based student achievement scores are used to assess the effectiveness of public education and to have important implications regarding school public relations and human resource practices. Often overlooked is that these scores may be moderated by the characteristics of students, the qualifications of principals, and the restraints imposed on elementary schools. To assess this potential, 480 elementary school buildings were sampled at random, and achievement scores were regressed on these potential moderators. Results indicate that achievement scores are influenced by the socioeconomic status of students, the percentage of English-language learners, building enrollment, and per-pupil expenditure. These findings are discussed from a school public relations perspective as well as from a human resources perspective. (Contains 3 tables.)

Abstractor: As Provided

EIS Cited: ED561940

الوصول الحر: http://rowman.com/page/JSPRTest

المؤلفون: YOUNG, I. PHILLIP, YOUNG, KAREN HOLSEY, OKHREMTCHOUK, IRINA, CASTANEDA, JOSE MORENO

المصدر: Journal of School Public Relations; Fall2009, Vol. 30 Issue 4, p260-280, 21p, 2 Diagrams, 1 Chart

مصطلحات موضوعية: ELEMENTARY school teachers' salaries, ELEMENTARY school principals, SATISFACTION, SOCIAL justice, ECONOMICS

مستخلص: The article discusses an assessment of pay satisfaction according to different facets like pay level, benefits and pay structure and the potential referent groups including teachers and elementary school principals. A structural modeling approach was used and the elementary school principalship was chosen as focal point. The findings show that pay satisfaction is viewed mainly from a social justice perspective rather than economic perspective and relative pay is more important than absolute pay in terms of employees' acceptance about their pay outcomes.