Change, institutional morale and the effect on learner perceptions of classroom instruction
| dc.contributor.author | Seal, Gwen K | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Townsend, David | |
| dc.date.accessioned | 2010-03-29T15:12:48Z | |
| dc.date.available | 2010-03-29T15:12:48Z | |
| dc.date.issued | 2001 | |
| dc.description | ix, 161 leaves ; 29 cm. -- | en |
| dc.description.abstract | The study begins with the history behind the current culture of change. Good to excellent morale in an institutional setting is a phenomenon that educational leaders strive to capture only to fmd out that at times it can be like looking for the Holy Grail. This study was designed to examine a specific time span in the working environment of Lethbridge Community College (LCC), a time of "paradigm shift" that motivated the direction and the effects of the change. In the second stage of the study the goal was to identify and define what organizational changes had occurred at LCe. Much of the literature germane to this topic concentrates on the 'learning' institution and the characteristics behind this movement. The third phase defines what are good to excellent morale indicators in an institutional setting. The fourth and fifth stages identify conditions of staff morale during the specified time of the study and how varying and/or constant morale levels at Lethbridge Community College and the Centre for Applied Management have affected 'learner satisfaction' with instruction, through analyzing student evaluation results. The key fmdings of the study over all demonstrated that learner perceptions of the quality of instruction has gone up appreciably from 1999-2000 to 2000-2001. Something quite different occurred in the morale levels tabulated from the staff interview respondents. Morale levels were slightly down in 2000-2001 and the number of respondents selecting average to very poor responses rose noticeably. The results of this study will contribute to a critical look at the importance of institutional morale and its effects in the classroom. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/1065 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Lethbridge Community College | en |
| dc.subject | Organizational change -- Alberta -- Lethbridge -- Case studies | en |
| dc.subject | Employee morale -- Alberta -- Lethbridge -- Case studies | en |
| dc.title | Change, institutional morale and the effect on learner perceptions of classroom instruction | en |
| dc.type | Thesis | en |