Several studies in industry and public education have defined areas of job satisfactionand dissatisfaction. It appears that the Seventh-day Adventist secondary-school teachers are confronted with most of the same motivating factors as their counterparts in public schools. Job dissatisfaction can result in teacher mobility which may disrupt the operation of any school system.
The study population included all the secondary-school teachers for 1984-85 in ten Lake Union Conference of Seventh-day Adventists senior academies. Herzberg'sinstrument to measure workers' motivation was modified and used for the collection of data; Chi-square and Spearman r tests provided tests of significance as well as rank order. Seven hypotheses were tested.
Four of the conclusions reached are: (1) The principal's role in motivating teachers is vital. (2) Older teachers were more satisfied and fulfilled than younger ones. (3) Thefirst three satisfiers were: (a) interpersonal relations with principal, (b) interpersonal relations with students, and (c) interpersonal relations with peers, other staff, and parents. (4) The first three dissatisfiers were: (a) union/local conference policies and educational leadership provided, (b) job security, and (c) interpersonal relations with principal.
Some of the recommendations presented for discussion, consideration, and possible adoption are: (1) Similar studies might be conducted in other North American unionsand other divisions to test whether these findings can be generalized to other entities. (2) A similar study might be conducted at the elementary-school level in the Lake Union Conference. (3) School principals must be carefully selected; further, teachers, trained in the area of school administration and supervision, should be chosen as school principals. (4) Inservice training seminars and workshops in administration and supervision are recommended for current principals. (5) Supervision should provide assistance, encouragement and growth to younger as well as experienced teachers to eliminate dissatisfaction. (6) Teachers should be involved in making, adopting, and updating union/conference educational policy and in decision making at all levels, especially on decisions directly affecting them. (7) Attendance at professional meetings and conventions is recommended to help teachers grow professionally and come intouch with their peers in public and private school systems.
","abstract_html":"<p>Several studies in industry and public education have defined areas of job satisfactionand dissatisfaction. It appears that the Seventh-day Adventist secondary-school teachers are confronted with most of the same motivating factors as their counterparts in public schools. Job dissatisfaction can result in teacher mobility which may disrupt the operation of any school system.</p> <p>The study population included all the secondary-school teachers for 1984-85 in ten Lake Union Conference of Seventh-day Adventists senior academies. Herzberg'sinstrument to measure workers' motivation was modified and used for the collection of data; Chi-square and Spearman r tests provided tests of significance as well as rank order. Seven hypotheses were tested.</p> <p>Four of the conclusions reached are: (1) The principal's role in motivating teachers is vital. (2) Older teachers were more satisfied and fulfilled than younger ones. (3) Thefirst three satisfiers were: (a) interpersonal relations with principal, (b) interpersonal relations with students, and (c) interpersonal relations with peers, other staff, and parents. (4) The first three dissatisfiers were: (a) union/local conference policies and educational leadership provided, (b) job security, and (c) interpersonal relations with principal.</p> <p>Some of the recommendations presented for discussion, consideration, and possible adoption are: (1) Similar studies might be conducted in other North American unionsand other divisions to test whether these findings can be generalized to other entities. (2) A similar study might be conducted at the elementary-school level in the Lake Union Conference. (3) School principals must be carefully selected; further, teachers, trained in the area of school administration and supervision, should be chosen as school principals. (4) Inservice training seminars and workshops in administration and supervision are recommended for current principals. (5) Supervision should provide assistance, encouragement and growth to younger as well as experienced teachers to eliminate dissatisfaction. (6) Teachers should be involved in making, adopting, and updating union/conference educational policy and in decision making at all levels, especially on decisions directly affecting them. (7) Attendance at professional meetings and conventions is recommended to help teachers grow professionally and come intouch with their peers in public and private school systems.</p>","abstract_has_math":false,"creators":["Khillah, Khillah Latif"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Higher Education Administration PhD","degree_department":null,"school":null,"contributors":["Bernard M. Lall","Selma A. Chaij","Samuel T. Harris"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1986,"date_issued":"1986-01-01T08:00:00Z","date_published":"1986-01-01T08:00:00Z","updated_at":"2026-07-24T00:54:03Z","subjects":["Education","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/487","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bernard M. Lall","Selma A. Chaij","Samuel T. Harris"]},{"key":"dc:creator","label":"Author","values":["Khillah, Khillah Latif"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Administration PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/487"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Several studies in industry and public education have defined areas of job satisfactionand dissatisfaction. It appears that the Seventh-day Adventist secondary-school teachers are confronted with most of the same motivating factors as their counterparts in public schools. Job dissatisfaction can result in teacher mobility which may disrupt the operation of any school system.
The study population included all the secondary-school teachers for 1984-85 in ten Lake Union Conference of Seventh-day Adventists senior academies. Herzberg'sinstrument to measure workers' motivation was modified and used for the collection of data; Chi-square and Spearman r tests provided tests of significance as well as rank order. Seven hypotheses were tested.
Four of the conclusions reached are: (1) The principal's role in motivating teachers is vital. (2) Older teachers were more satisfied and fulfilled than younger ones. (3) Thefirst three satisfiers were: (a) interpersonal relations with principal, (b) interpersonal relations with students, and (c) interpersonal relations with peers, other staff, and parents. (4) The first three dissatisfiers were: (a) union/local conference policies and educational leadership provided, (b) job security, and (c) interpersonal relations with principal.
Some of the recommendations presented for discussion, consideration, and possible adoption are: (1) Similar studies might be conducted in other North American unionsand other divisions to test whether these findings can be generalized to other entities. (2) A similar study might be conducted at the elementary-school level in the Lake Union Conference. (3) School principals must be carefully selected; further, teachers, trained in the area of school administration and supervision, should be chosen as school principals. (4) Inservice training seminars and workshops in administration and supervision are recommended for current principals. (5) Supervision should provide assistance, encouragement and growth to younger as well as experienced teachers to eliminate dissatisfaction. (6) Teachers should be involved in making, adopting, and updating union/conference educational policy and in decision making at all levels, especially on decisions directly affecting them. (7) Attendance at professional meetings and conventions is recommended to help teachers grow professionally and come intouch with their peers in public and private school systems.
"]},{"key":"dc:title","label":"Title","values":["Motivation of Secondary-School Teachers in the Lake Union Conference of Seventh-day Adventists Based on Herzberg's Dual-Factor Theory of Job Satisfaction and Motivation"]}]}],"canonical_facts":{"dc:contributor":["Bernard M. Lall","Selma A. Chaij","Samuel T. Harris"],"dc:creator":["Khillah, Khillah Latif"],"dc:description.abstract":["Several studies in industry and public education have defined areas of job satisfactionand dissatisfaction. It appears that the Seventh-day Adventist secondary-school teachers are confronted with most of the same motivating factors as their counterparts in public schools. Job dissatisfaction can result in teacher mobility which may disrupt the operation of any school system.
The study population included all the secondary-school teachers for 1984-85 in ten Lake Union Conference of Seventh-day Adventists senior academies. Herzberg'sinstrument to measure workers' motivation was modified and used for the collection of data; Chi-square and Spearman r tests provided tests of significance as well as rank order. Seven hypotheses were tested.
Four of the conclusions reached are: (1) The principal's role in motivating teachers is vital. (2) Older teachers were more satisfied and fulfilled than younger ones. (3) Thefirst three satisfiers were: (a) interpersonal relations with principal, (b) interpersonal relations with students, and (c) interpersonal relations with peers, other staff, and parents. (4) The first three dissatisfiers were: (a) union/local conference policies and educational leadership provided, (b) job security, and (c) interpersonal relations with principal.
Some of the recommendations presented for discussion, consideration, and possible adoption are: (1) Similar studies might be conducted in other North American unionsand other divisions to test whether these findings can be generalized to other entities. (2) A similar study might be conducted at the elementary-school level in the Lake Union Conference. (3) School principals must be carefully selected; further, teachers, trained in the area of school administration and supervision, should be chosen as school principals. (4) Inservice training seminars and workshops in administration and supervision are recommended for current principals. (5) Supervision should provide assistance, encouragement and growth to younger as well as experienced teachers to eliminate dissatisfaction. (6) Teachers should be involved in making, adopting, and updating union/conference educational policy and in decision making at all levels, especially on decisions directly affecting them. (7) Attendance at professional meetings and conventions is recommended to help teachers grow professionally and come intouch with their peers in public and private school systems.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/487"],"dc:subject":["Education","Secondary Education and Teaching"],"dc:title":["Motivation of Secondary-School Teachers in the Lake Union Conference of Seventh-day Adventists Based on Herzberg's Dual-Factor Theory of Job Satisfaction and Motivation"],"thesis:degree_discipline":["Higher Education Administration PhD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:54:03Z"}