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An Analysis of Job Satisfaction Determinants of Educators in Low-Performing Schools in Mauritius: A Comparative Study of Private and State Secondary Schools
Causal Attributions as Correlates of Secondary School Students' Academic Achievement
An Analysis of Job Satisfaction Determinants of Educators in Low-Performing Schools in Mauritius: A Comparative Study of Private and State Secondary Schools
by Asvin Goonesh Bahadur
This study analyzed the job satisfaction of educators in both private and public low-performing secondary schools in Mauritius. It also assessed the impact of some determinants on job performance and academic performance, and it provides a comparative study of the job satisfaction determinants from both types of schools. A survey was carried out with 120 educators from six secondary schools in Mauritius. It revealed several direct factors that create job dissatisfaction among educators. The article provides recommendations to tackle the problems that were raised. The study concluded that there is a significant relationship between job performance and job satisfaction. © 2021 Trustees of Boston University.
Causal Attributions as Correlates of Secondary School Students' Academic Achievement
by Susan Ngunu
The purpose of this study was to establish the relationship between causal attributions and academic achievement. Weiner's Model of Achievement Attribution guided this research. Five-hundred and eighty-five students (315 males, 270 females) participated in the study. The participants completed the Multidimensional Multiattributional Causality Scale (MMCS) while academic achievement was obtained from the participants' academic records. Majority of the students attributed both success and failure to internal, uncontrollable, and unstable attributions. The results indicated that causal attributions were significantly correlated to academic achievement. Taking into account that students can form maladaptive causal attributions, the study made recommendations to the stakeholders on intervention measures. © 2019 Susan Ngunu et al.
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