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dc.contributor.authorSanbrooks, Jeremy
dc.date.accessioned2016-06-21T00:57:50Z
dc.date.available2016-06-21T00:57:50Z
dc.date.issued2013-08
dc.identifier.urihttp://hdl.handle.net/20.500.11803/227
dc.description.abstractCurrently there is a limited amount of research specifically related to the relationship between happy teachers and their effectiveness in the classroom. Dissatisfied teachers who are burnt out and overwhelmed are not effective teachers and they are unable to contribute to a positive school climate or student success. Research (Herzberg, 1987) shows that job satisfaction and dissatisfaction are not the opposites of each other and there are many factors that can affect job satisfaction or dissatisfaction. School-based factors that lead to teacher happiness depended on having supportive administration, positive student-teacher relationships, a smaller-sized school, an adequate building with sufficient equipment, and opportunities for teachers to learn and grow. Basic demographics or personal characteristics can also predict happiness in individuals: people with romantic partners, non-immigrants, people above sixty, men, and extroverts are the most common types of people to be happy. The proposed research methodology seeks to find the connection between happy teachers and effective learners.en_US
dc.language.isoenen_US
dc.subjectTeacher effectiveness
dc.subjectTeacher job satisfaction
dc.titleHappy Teachers Create Effective Learners: Factors Affecting Staff Climate in Schoolsen_US
dc.typeThesisen_US
thesis.degree.disciplineSchool Counselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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