Predicting Job Entry, Job Satisfaction, and Job Performance of Graduates from Wisconsin Secondary School Vocational Programs.

Autor/in	Perrone, Philip A.
Institution	Wisconsin Univ., Madison.
Titel	Predicting Job Entry, Job Satisfaction, and Job Performance of Graduates from Wisconsin Secondary School Vocational Programs.
Quelle	(1969), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Career Choice; Followup Studies; High School Students; Job Performance; Job Satisfaction; Job Skills; Persistence; Vocational Aptitude; Vocational Education + Suchen Sie Ihr Suchwort? Performance; Leistung; Follow-up studies; Kontaktstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Work performance; Arbeitsleistung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Produktive Fertigkeit; Ausdauer; Ausbildungseignung; Berufseignung; Ausbildung; Berufsbildung
Abstract	This report is concerned with the role of the secondary schools in implementing vocational direction. It contains a two-year follow up which sought self reports of on-the-job satisfaction and evaluations by immediate job supervisors. Thirty pilot programs in high school vocational education were started in 1964-65; 444 graduates of these programs responded to the inquiry. The results showed the following variables distinguishing boys and girls who entered work directly: (1) living in either a rural or metropolitan area; (2) wanting to remain near home; (3) having fathers with an elementary school education; and (4) having poor mathematics and science achievement. Boys who entered work were also rated poor by their teachers in personal appearance, industriousness, and getting along with others. Girls entering work directly were likely to identify with their mothers or a female relative. Job satisfaction and job performance tended to be inversely related, particularly for girls. Complete data tables are included. (Author/KJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01