Correlates of staff motivation,satisfaction, and job performance of library staff in selected Nigerian University libraries

Abstract

This study examined staff motivation, satisfaction, and job performance among the librarians and library staff in six selected university libraries in Nigeria. The target population for the study includes the professionals and nonprofessional library staff. A total enumeration sampling technique was used to select 180 respondents, which represent the sample for the study. Data was collected using a self-designed questionnaire titled “Staff Motivation, Satisfaction and Job Performance Questionnaire” (SMSJPQ). Six research questions were developed and answered by the study. The results indicate that librarian and library staff are highly motivated with regular pay while the least motivational factor is frequent interaction with their friends. Library staff are primarily satisfied with their jobs when they are in constant link with their friends. Professional library staff significantly experience better work motivation than their nonprofessional counterparts. Significant correlation exists between staff motivation and job performance and between job satisfaction and job performance. In addition, the two factors (motivation and satisfaction) exert significant contribution to the determinant of librarians and library staff job performance. Based on the findings, the study recommended improvement in the level of motivation of nonprofessionals so that the significant difference with the professional counterpart would not be so much pronounced.     

Embracing the Opportunities Ahead: An Analysis of Communication Position Announcements for 2013–2014

Knowing what the Communication job market is can be helpful and informative when planning how to build a program of study or research. On the other side, those who are looking for a job or are preparing for future job hunting also need knowledge about the current job market to help make decisions and predictions. To facilitate these processes, this article surveys the entirety of job postings posted on NCA’s CRTNET service and Spectra publication over the course of 2013 and 2014. The analyses provide an in-depth look at what kind of positions are being offered, which have tenure-track options, what degrees are required, if and what research methodological experience is needed, what kind of institution is offering the position, whether grant and/or teaching experience is desired, and what kinds of topical specializations are sought after.     

我国青年编辑职业认同研究

从职业价值观、角色价值观、职业归属感、积极团结度和职业行为倾向5个维度对我国青年编辑职业认同度进行探究,分析其原因,并找出提升职业认同度的途径和方法。     

我国青年编辑组织承诺研究

组织承诺是组织行为的一个重要领域。青年编辑的组织承诺就是青年编辑愿意为单位付出心力,并希望留在单位服务的意念。我国青年编辑组织承诺结构模型的维度主要包括：感情承诺、规范承诺、经济承诺、机会承诺和理想承诺5个维度。青年编辑应当通过做好职业规划、发挥个人优势、提高职业素养与研究能力等来提高组织承诺。     

Placing wireless tablets in clinical settings for patient education

Objective

The authors explored the feasibility and possible benefit of tablet-based educational materials for patients in clinic waiting areas.

Methods

We distributed eight tablets preloaded with diagnosis-relevant information in two clinic waiting areas. Patients were surveyed about satisfaction, usability, and effects on learning. Technical issues were resolved.

Results

Thirty-seven of forty patients completed the survey. On average, the patients were satisfied in all categories.

Conclusions

Placing tablet-based educational materials in clinic waiting areas is relatively easy to implement. Patients using tablets reported satisfaction across three domains: usability, education, and satisfaction.     

智慧课堂教学新形态：纸笔数字书写技术教学应用

纸笔数字书写是指对手持工具进行自然书写产生的轨迹或图形等视觉符号进行数字化处理的过程,具有保留传统纸笔书写行为、采集完整书写数据、实现远程共享书写空间等优势。纸笔数字书写技术是对传统纸笔书写的信息技术赋能,它与传统课堂教学的融合能为当前信息化教学“屏幕过度依赖”带来的健康和教学问题提供新的解决方案,因而也可能成为一种新型的智慧课堂教学形态。为了证实纸笔数字书写技术的教学应用潜力,以“腾讯企鹅智笔课堂”为例开展的实证调查表明:学生使用点阵笔的整体满意度较高,女生满意度水平普遍高于男生;技术自我效能感、互动学习活动、技术使用态度和感知有用性是影响学生使用点阵笔满意度的主要因素,其中技术自我效能感和互动学习活动的影响程度最大;技术接受模型中的感知易用性对学生使用点阵笔的满意度影响并不显著,因此还需要在教学实践中不断摸索以纸笔数字书写技术为支持的最佳教学策略。     

顾客关系动态管理模型研究

本文研究和建立了顾客关系动态管理模型——用于预测顾客与公司的未来关系。该模型引入了除顾客总体满意度之外的顾客未来想法变量。理解和管理顾客未来想法对于成功管理顾客动态关系是至关重要的。     

Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics, self-reported pressure from imposed curriculum changes, teacher self-efficacy, and perceived stress. Pressure from imposed curriculum changes was positively, and teacher self-efficacy negatively, related to perceived stress. Teacher-self efficacy moderated relations between pressure from imposed curriculum changes and perceived stress. High teacher self-efficacy was associated with lower perceived stress, relative to low teacher self-efficacy, when pressure from imposed curriculum changes was low. The differential advantage offered by high self-efficacy declined as pressure from imposed curriculum changes increased.     

高校班级心理委员工作满意度研究——以广西大学为例

为研究班级心理委员工作的质量与效果,采用自编问卷对广西大学515名班级心理委员进行了调查,分析班级心理委员的工作满意度及其存在的问题,提出如何进一步完善心理委员的选拔、培训、考核和激励等问题,以调动心理委员的积极性,充分发挥心理委员在高校心理健康教育工作中的重要作用。     

Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis

In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.