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Wilson, Mark M. J. "Supply chains behaving badly : a dynamic model of inter-organisational supply chain exchange behaviour under rational, relational and chaotic paradigms." Phd thesis, Lincoln University. Commerce Division, 2006. http://theses.lincoln.ac.nz/public/adt-NZLIU20080229.095848/.
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Supply chain exchange relationships are complex and sometimes chaotic sociological and organisational phenomena. This complexity is compounded by the boundary spanning necessity of forming supply chain partnerships that are further exacerbated by goal divergence and asymmetric information. One of the main questions for consideration is how these dyadic exchange relationships are maintained and develop over time in response to the various channel behaviours of the actors (the buyer and seller)? In particular, exchange relationships are theorised to be sensitive in some degree to attempts at economic appropriation, and conversely coordinative efforts. Such efforts manifest themselves into the mutually opposing forces broadly labelled as opportunistic and collaborative behavioural paradigms. Drawing from the concepts of Systems and Chaos/Complexity theories, it is theorised that the movement from one form of relational arrangement to another is enacted in a non-linear and dynamic manner with periods of relational equilibrium disrupted by bifurcations resulting in the emergence of new levels of relationship. However, not all exchange relationships are susceptible to constant change, rather, there should be some threshold barrier or relationship inertia that must be overcome before a bifurcation occurs. Yet what is not known is how strong these bonds are to the enactment of opportunistic and collaborative partner behaviours. Hence, 189 manufacturing supply chain relationships were survey-interviewed in order to determine the impact that collaborative and opportunistic behaviours have on supply chain relational movement. The results show that generally exchange relationships do in fact change in response to these enacted behaviours, and that actual levels of supply chain behaviour over a range of 12 variables could be measured. Indeed, the level of opportunistic behaviour experienced by the sample was disturbing. In addition, the level of tolerance (zone of tolerance) for specific behaviours was measured for the first time in the field. Overall, it was found that supply chain exchange relationships do indeed evolve in a non-linear dynamic manner in response to opportunistic and collaborative manoeuvres by the dyadic actors. Finally, these ideas were summarised in the Dynamic Relational Development (DRD) concept that explains how supply chain relationships dynamically change. In addition, the dualistic nature of the collaborative versus opportunistic behaviour choice for exchange actors is tentatively reconciled by the deontological approach of the Supply Chain Citizen theory offered in this research.
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Read-Hunter, Patricia. "The emotional labour of academics : the rational and the relational." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0017/NQ44870.pdf.
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Stieha, Vicki. "The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983.
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Pepler, Shelly Ann. "School councils, bridging the relational gaps between schools, parents and communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/NQ46904.pdf.
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Haderer, Rebecca M. "Coping with relational aggression : a qualitative study /." Online version of thesis, 2009. http://hdl.handle.net/1850/9379.
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Wildberger, N. J. "Workshop title: A new rational approach to the teaching of trigonometry in schools and colleges." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83200.
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Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.
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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and several factors underpinning these, were investigated. The study also aimed to explore school staff’s views and experiences regarding bullying, and to examine gender and age issues regarding the experiences of the sample in bullying. In addition, it aimed to examine bullying mental health effects on the victims, with a particular focus on its relational type. Lastly, a survey with 620 pupils from the sample schools, aged 9 to 12 years, was conducted to investigate the nature of bullying across the whole population of pupils in these schools at these ages. The sample included six primary inclusive schools located in Nicosia, a number of pupils who participated in the bullying survey (n=620), 12 pupils with LDs and 12 TD pupils aged 9 to 12 years as the main focus groups, and six head teachers and 37 teachers from the sample schools. The data collection tools included the Life in School Questionnaire (LIS) to examine generally the bullying experiences of the samples, the Reynolds Bully Victimization Scales to examine involvement in physical and verbal bullying, and specifically involvement in relational aggressive incidents and mental health effects on the victims. Also, semistructured interviews were conducted to explore in depth the samples’ experiences regarding bullying in their schools. The results showed that similar numbers of pupils with and without LDs reported victimization and generally no statistically significant differences were found when comparing the two focus groups. The interviews, on the other hand, identified interesting factors underpinning the LD pupils’ victimization were identified, and important data regarding bullying in Cypriot primary schools were collected.
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Gilmore, Joan Maree, and n/a. "Rational, nonrational and mixed models of policy making in a high school change process." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060712.092715.
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In many schools hours of energy and effort are dedicated to making decisions and
developing policy. At the school level issues of curriculum, faculty groupings and
structure, strategy for staff allocations and resourcing of faculties, often results in
debate before being decided upon. So often valuable time and resources are wasted in
argument, disagreement and political activity.
This study has been designed to determine what actually happens in the decision
process, with the subject of the study a single committee. The aim of the study is to
determine the style of policy development that took place and what influences
affected the decisions made.
The study is in two parts. The first section develops a Conceptual Framework and
research questions to categorise, summarise and organise data collected from policy
development processes. The Conceptual framework was designed to permit analysis
of the major components of the stages of Problem Structuring, Generation of
Alternatives and Recommending Policy Actions. The second section in includes
further Research Questions to determine whether the process applied to developing
policy was Rational, Nonrational (Incremental/Political) or a Mixed Model type.
The research method used was naturalistic and qualitative in nature and in the context
of a case study.
The main findings were that a Mixed Model of policy development was used by the
Committee with elements of both Rational and Nonrational process evident from the
research data.
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Bryan-Zaykov, Christian. "An analysis of schools from the perspective of teachers' affective-emotional zones." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557808.
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An ecological approach to space allows human constructs to become the primary prism through which to view workplaces (Nespor, 2000; Urry, 2005; Murdoch 2006). Human beings create meaning in their environments via the unity of symbolic actions and generalized meaning fields that gain their social usefulness via their affective tone. The resulting personal system becomes projected onto the world via the personal arrangement of things that are important for each person (Valsiner, 2000; Valsiner, 2005). Consequently, individual human beings constantly order parts in their environments through an affective-emotional lens when they encounter ideas, objects and spaces (Hochschild, 2003; Thrift, 2008; Boys, 2011). I use the emotional labour (Hochschild, 1983) concepts of display rules (expectations for emotional display) and feeling rules (expectations for internal affect) together with an ecological approach to space to investigate the existence of affective-emotional zones in schools. My research questions were: How do participants in a school make sense of their work environment through the lens of affective-emotional zones? How are affective-emotional zones characterized in terms of display rules and feeling rules? What challenges do teachers face when they are in particular affective-emotional zones and why? I broadly utilized a case study approach with a European international school to interview six experienced teachers using an active interview technique with open coding (Strauss and Corbin, 1998) and critical event coding (Webster and Mertova, 2007) as the principle methods of analysis. I was able to label and describe four zones that I argued are products of teacher rituals, habits, feelings (feeling rules) and emotions (display rules); the communal zone, the school zone, the student zone and the teacher zone. I further the notion of heretical feelings and emotions and describe how they constitute elements of the teacher condition. I found school affective-emotional zones are temporal as school spaces have the potential to shift from one affective-emotional zone to another as a consequence of time changes in the school day. I outline questions for future research based on my findings.
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Snow, Joseph McCampbell. "Equipping laypersons to do relational evangelism through small groups as an outreach strategy of the Sunday School." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Ferares, Frederick G., and Scott B. Clifton. "Designing a relational database for The Basic School : Schools command web enabled officer and enlisted database (SWORD)." Thesis, Monterey, California. Naval Postgraduate School, 2002. http://hdl.handle.net/10945/5930.
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Approved for public release; distribution is unlimited<br>The Basic School (TBS) is the first school assignment for every new Marine officer as they begin their careers. As the first example of life in the Marine Corps, the school should be a model of efficiency and display all of the traits that will be taught in the course of the Period of Instruction. The information management system at TBS is a mixed bag of stand alone applications, memorandum books, and self generated spreadsheets. The current system is not efficient in regards to time management or visibility of the data. The primary data storage systems used by the Marine Corps do not accommodate the type of text documents that are recorded at TBS nor do they allow for adequate visibility of an officers performance during the POI. The result is a duplication of effort at each level of the command. This joint thesis team has produced a Two-Tier Client/Server Information Management System for use at The Basic School, known as SWORD. The system was developed using current industry standards that are compliant with the policies of the Department of Defense. The management tools are also compliant with the anticipated policies of the Navy and Marine Corps Intranet (NMCI)
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Clifton, Scott B. Ferares Frederick G. "Designing a relational database for The Basic School : Schools command web enabled officer and enlisted database (SWORD) /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FFerares%5FClifton.pdf.
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Naicker, Sandice. "School-parent engagement through relational leadership practices of school principals in a multicultural setting." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80490.
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This study examines how school principals practice relational leadership for effective school-parental engagement in a multicultural setting. In South Africa, the post-apartheid education transformation created a situation in which schools are no longer allowed to discriminate against learners. As a result, a new multicultural setting has emerged in which schools are bound to accommodate learners from various cultural backgrounds. This shines the spotlight on school principals’ leadership and how they develop a school vision based on common values and redesign the school in a way that reflects the post-apartheid setting. The leadership role of principals is crucial for school-parental engagement in multicultural school settings.
This is a qualitative study that used a case study design. The purposively selected sample consisted of 18 participants from six public schools in the Tshwane North and South. Data was collected using individual interviews. The theory of relational leadership was applied to examine how school principals can practice this leadership style to enhance parental engagement in multicultural school settings. Using thematic analysis, data was then grouped into themes in line with the research questions.
The study found that the relational leadership by principals for school-parent engagement in a multicultural setting is limited and ineffective owing to a lack of multicultural sensitivity among most principals. The findings of the study also revealed that though many principals have tried practising different styles, such as instructional, distributive, collaborative and transformational leadership, to enhance parental engagement, these practices are seen as a limited solution. Therefore, the study suggests the need for principals to adopt a new leadership approach that creates a strong relationship between the principal and parents, taking into account the cultural context in which the school operates.
The study recommends principals practice relational leadership for effective parental engagement in multicultural school settings.<br>Dissertation (MEd)--University of Pretoria 2020.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Cody, Tracey-Lynne. "Drama education in New Zealand schools: the practice of six experienced drama teachers." Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/7545.
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This research investigates drama teaching practice in New Zealand primary and secondary schools, through a case-based qualitative inquiry into the practice of six experienced drama teachers. The study reveals that whilst drama education is couched within the Arts learning area of the national curriculum, the educational philosophy enacted by participants encompasses a broad vision for drama education, which extends learning beyond a technical knowledge of theatre and theatre-making towards the domains of social and personal meaning-making and emancipatory knowledge. Explored through the lenses of Artist and Co-artist, the study identifies the socio-cultural nature of the practice of these teachers. Teachers’ artistry is revealed through creative use of drama tools and processes to create aesthetically-rich learning experiences. The significance of relational pedagogy to teaching and learning in these drama classrooms is also examined within the study. Teachers’ accounts reveal the ways they seek to develop interpersonal relationships with and between students, and establish ensemble-based approaches to learning in drama. As co-artists, participants employ pedagogies that empower students to actively participate in a community of drama practice, intentionally developing students’ capacities for collaboration, creativity and critical thinking, while discovering and developing their artistic-aesthetic capabilities. These teachers share power with students through acts of negotiation, creating dialogic learning opportunities in order to develop student agency as artists and citizens. Attempts to navigate tensions that arise due to increased performativity pressures on teachers and to avoid prescriptive and technocratic delivery of drama curriculum are also explored. In-depth interviews were conducted with participants to discover the complexities of their teaching practice, the philosophy of drama education they hold, and the decisions they make in curriculum content and pedagogy. Observations of classroom practice were also undertaken, along with an analysis of planning documents and an interview with their students. The study provides six rich case studies of drama practice in New Zealand schools, contributing to local and international understandings of enacted drama education within school settings. Implications for educational policy, curriculum design, classroom practice and teacher education arise from this investigation.
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Walker, Brittany L. "Cultural Differences in Relational Aggression in an Elementary School-Age Sample." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/177.
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The current study addressed whether there were differences in relational aggression in 9- to 10-year-old boys and girls in Hungarian and German samples. There has been very little empirical research conducted comparing children of diverse cultures in their use of relational aggression. The current study used teachers’ reports of different aggression styles observed in their 9- to 10-year-old students (N = 269). The purpose of this study was to examine the incidence and styles of aggression used in a 9- to 10-year-old culturally diverse population, as it was hypothesized that culture would be a factor in the incidence of relational aggression as well as a difference in boys’ verses girls’ relational aggression within native Hungarian cultures. Data were collected from classroom teachers using the Children’s Social Behavior Scale – Teacher Form (Crick, 1996). Six sets of analyses were conducted, including the evaluation of teacher reports of relational aggression among all 160 Hungarian and all 109 German students, the evaluation of teacher reports of physical aggression among Hungarian and German students, the evaluation of teacher reports of prosocial behavior among Hungarian and German students, the evaluation of teacher reports of relational aggression among Hungarian boys and girls, the evaluation of teacher reports of physical aggression among Hungarian boys and girls, and the evaluation of teacher reports of prosocial behavior among Hungarian boys and girls. Results confirmed 2 out of 2 hypotheses. Teachers reported greater incidence of relational and physical aggression among German students. Teachers reported a greater incidence of prosocial behavior among Hungarian students. Hungarian teachers reported a greater incidence of physical aggression among boys and a greater incidence of prosocial behavior among girls. This research failed to find any differences in Hungarian boys’ and girls’ use of relational aggression in this sample. Overall, the current findings support that cultural differences exist in relational aggression, physical aggression, and prosocial behavior among a 9- to 10-year-olds. It also supported the position that gender differences exist in the use of physical aggression and prosocial behavior among a native Hungarian sample.
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Watts, Kathleen Louise. "The Bethesda relational healing model and student Peer Governance Program : a mixed-method study of their effects on behavior, relationships, and climate in a Christian school /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1860334641&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Crouse, Amy C. "Supporting Urban Elementary School Principals Through Positive Work Relationships." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337263964.
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Dabney, James. "Show me that you care the existence of relational trust between a principal and teachers in an urban school /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211325022.
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Luke, Jeremy B. "Parental use of Geographical Aspects of Charter Schools as Heuristic Devices in the School Choice Process." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366364829.
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Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16294/.
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The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research. Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations. Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations. The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking. This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?' The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships. Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders. Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth. Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if: * schools can work as learning organisations * schools allow teachers to work as learning leaders * administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices * there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships * enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning. The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.
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Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.
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To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.
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Ostvik-de, Wilde Marte Erin. "Building Self-Esteem, Self-Concept, and Positive Peer Relations in Urban School Children: An Analysis of an Empowerment Program for Preadolescent Girls." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211943127.
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Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho." University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.
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Philosophiae Doctor - PhD<br>Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical
subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was
hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is
significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of
managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
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Liu, Hui-Ching, and 劉蕙晴. "The Effects of Rational-Emotive Group Counseling on Elementary School Students’ Peer Relations an Rational Beliefs." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/14434819862680195218.
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碩士<br>國立屏東師範學院<br>教育心理與輔導學系碩士班<br>93<br>The Effects of Rational-Emotive Group Counseling on Elementary School Students’ Peer Relations and
Rational Beliefs
Hui-Ching Liu
Abstract
The main purpose of this study was to investigate the effects of Rational-Emotive Group Counseling (REGC) for improving peer relations and increasing rational beliefs. Through the result which I obtained from the study, some important implications from which were derived, and, moreover, a number of suggestions were thus made for further studies.
The pretest-posttest quasi-experimental design was used in the study. The experiment group consists of 4 boys and 4 girls who were fourth-grade students in an elementary school in Kaohsiung. The experiment group received REGC with 20 unites for 1230 minutes (20.5 hours) for improving peer relations and increasing rational beliefs, and, the control group received no experimental treatments.
Both“Peer Relations Scale”and“Rational Beliefs Scale”were used to conduct pretest, posttest, and follow-up measures. Wilcoxon-Mann-Whitney was used to study the differences between the students in the experimental group and those in the control group. In addition, members’ interviews, feedback sheets and records of the group sessions were also collected and analyzed.
The results of this study are summarized as follows:
1. During the process of group counseling, the attitude of researcher, use of counseling stratagem, the arrangement of activity and some factors of the process of counseling, were helping in making the counseling more effective.
2. The REGC showed significant, immediate and follow-up effect on improving peer relations of experiment group in “Peer Relations Scale” and it’s “Friendly Relations Subscale”, “Achievement Subscale”. It showed immediate but no follow-up effect in “Emotional Stability Subscale”. It showed no immediate and follow-up effect in “Social Ability Subscale”.
3. The REGC showed significant, immediate and follow-up effect on increasing rational beliefs of experiment group in “Rational Beliefs Scale” and it’s “Fixed-Absolute Subscale”, “Awful-Low Frustration Tolerance Subscale”, “Unrealistic Overgeneralization Subscale”. It showed no immediate and follow-up effect in “Self-Worth Subscale”.
Finally, through the results, the suggestions were made for guidance work and studies in the further.
Keywords: Peer Relations, Rational Beliefs, Rational-Emotive Group Counseling
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Chung, Jeanette Wei-Ling. "Rational relational investment and the formation of social capital : theory and applications /." 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3048372.
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Chen, Tsung-Hsien, and 陳宗賢. "Facebook Usage and Relational Bullying in Primary Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/20090719570363706245.
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碩士<br>國立臺北大學<br>犯罪學研究所<br>102<br>The current research aims to examine the relationship between the use of Facebook and relational bullying in primary schools. A questionnaire survey was implemented to explore the impacts of the use of Facebook on relational bullying in students of different backgrounds. The research involved 642 participants, who are 5th and 6th graders in Taipei City. The major findings are listed as follows: 1.Boys are noticeably more likely than girls to get involved in being relational bullying perpetrators. 2.Those who score high on the Conscientiousness personality scale and the perpetrators of relational bullying are correlated to each other. 3.There is a correlation among those who show high Neuroticism, the victims, and the bystanders of relational bullying. 4.There is a correlation between those who score high on the Agreeableness personality scale and the perpetrators of relational bullying. 5.There is a significant correlation among those who use Facebook more than two hours each day, the perpetrators, victims, and bystanders of relational bullying. 6.There is a significant correlation among people with more than 300 friends on Facebook, the perpetrators, and bystanders of relational bullying. 7.There is a significant correlation among people who remove more than 11 friends on Facebook, the perpetrators, victims, and bystanders of relational bullying. 8.There is a correlation among those who use Facebook as a purpose of life participation, the perpetrators, victims, and bystanders of relational bullying. Based on the research results, suggestions are made for the government, parents, students, and future researchers.
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LIN, SI-MIN, and 林錫閔. "Applying The Localization Grey Relational Grade in the Rational Price Analysis of Oil in Taowan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ex7kvr.
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碩士<br>建國科技大學<br>電機工程系暨研究所<br>105<br>Because on March 2nd
, 2012, international crude oil prices rushed to
the highest point, which the Brent crude oil price reached $125.86 per
barrel, that was over 3 times than the price in December, 2008, the
domestic price also rose together. It caused other prices also followed up,
which brought economic impact and public grievances. For Taiwan,
whether the oil price is reasonable also becomes a popular topic.
Therefore, this article first invested the oil prices, international crude oil
prices and gross domestic product in Taiwan and neighboring countries at
the 2nd season in 2016. Next, the method of grey relational grade was used to calculate the weighting and rank of the oil prices in Taiwan and
neighboring countries that based on the national income to analyze the oil
price is reasonable or not in Taiwan. Through the real calculation, the results showed that the oil prices are slightly higher in Taiwan (comparing with Japan and Singapore), but the gap is not very big. However, comparing with Korea, the oil prices are much higher. After analyzing the results, we can understand that there have space to adjust the oil prices in Taiwan, and this can not only slow down the public grievances caused by
inflation, but also can stabilize the domestic economic growth.
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Moch, Shirra. "Developing rational prescribing competence in medical school : an investigation of the relation between student perceptions and examination performance." Thesis, 2010. http://hdl.handle.net/10539/7601.
Full textAbstract:
Prescribing medicines is the primary intervention that most doctors offer to influence their patients’ health; however concerns have been expressed about the extent to which graduates are prepared by medical schools to assume prescribing responsibility. Both students and clinical teachers have identified a gap between workplace prescribing demands placed on newly qualified doctors and their preparation for this complex activity during undergraduate training. This study explored the exit-level prescribing performance of final-year students in the Graduate Entry Medical Programme at the University of the Witwatersrand compared with students’ perceptions of their prescribing competence. The results indicated a disparity between students’ competence and confidence. Examination marks showed that 83.6% of students were competent to prescribe according to the graduating standards of the University; however, questionnaire data revealed that 66% of students did not feel that their training had enabled them to prescribe rationally. This inconsistency was explored by analysis of the examination papers according to Bloom’s Revised and the SOLO Taxonomies. It was concluded that students score well on questions which test recall and application of knowledge, but some do not manage questions involving evaluation. Since prescribing is a complex skill that requires evaluative competence, this may explain why, despite high examination scores, students remain insecure. Exploration of the structure of knowledge through a Bernsteinian lens revealed that curricular components including problem-based learning and horizontal integration constrain epistemic access to the structure of rational prescribing knowledge for some students. It is recommended that rational prescribing skills should be taught as a synchronous strand within the curriculum, rather than in the current integrated mode. Learning could also be improved by innovative pedagogies associated with active learning and improved feedback.
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Williams, Amy Rachel. "Special populations and rational decision making in Texas urban charter schools." 2013. http://hdl.handle.net/2152/20869.
Full textAbstract:
In an era of rapid charter school growth, this study sought to examine rational decision making for special populations in Texas urban charter schools. To investigate differences among charters, I categorized the schools into three groups: network corporate charters, community corporate charters, and intergovernmental charters. Quantitative analysis, including the use of ANOVAs and Tukeys, helped identify differences in expenditures among the three charter groups. Intergovernmental charters focused their spending on teachers and student programs, including programs for students with disabilities and ESL and bilingual programs. Community corporate charters spent less in most categories, except, in the majority of years, for social work, food services, cocurricular activities, and data processing. Network charters channeled their funding into areas such as school leadership, facilities, security and monitoring, and accelerated education. I then used qualitative analysis to understand how charter school administrators decide to spend their money in a way that is most cost-effective for their operations relative to their student populations. I completed 20 interviews with charter school administrators in four Texas cities. Administrators in charters were aware of the competitive accountability and fiscal environment in which they were running their schools. This resulted in cost-effective rational decision making. Charter administrators were also under significant financial stress and did not believe that their schools were adequately funded, though some charters still sought to make a profit or increase their net assets. To make up the difference in funding, some charters have relied on grants and donations from other corporations. Administrators also discussed special populations of students, such as ESL/bilingual students and students with disabilities.<br>text
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Chen, Kuo-Chih Chu, and 朱陳國智. "A study on relationships among principal’s relational leadership, school innovation network and teachers’ relational learning in elementary schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/79122493922460916334.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人資處教育行政碩士專班<br>99<br>Abstract
The relational leadership of an elementary school principal and school innovation network are important factors that influence teachers’ relational learning. The major purpose of this study was to determine the current level and difference of the elementary school principal’s relational leadership, school innovation network, and teachers’ relational learning; to explore the relationship between principal’s relational leadership as well as school innovation network and teachers’ relational learning; and to examine the effect of principal’s relational leadership and school innovation network on teachers’ relational learning. The research methods adopted were literature review and questionnaire survey. The population of this study was all elementary school teachers working in Taoyuan County, Hsinchu City and County, and Miaoli County. The research handed out 862 questionnaires, among which there were 438 questionnaires valid with the return rate of 84%. The data were collected and analyzed using factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, multiple regression anlysis and SEM. The findings based on the results and analysis of the research are as follows:
1.The level of principal’s relational leadership is high.
2.The level of school innovation network is highly.
3.The level of teachers’ relational learning is highly.
4.Those who are male, senior, with 21 or more years of experience in education, serving as principals or deans, working in a school with 6 or less classes, and working in a school with a history of 10 or less years have a higher perception of principal’s relational leadership.
5.Those who are male, senior, with 21 or more years of experience in education, serving as principals have a higher perception of school innovation network.
6.Those who are male, senior, with 21 or more years of experience in education, serving as principals have a higher perception of teachers’ relational learning.
7.Educators perceive significant positive correlation between principal’s relational leadership and school innovation network.
8.Educators perceive significant positive correlation between school innovation network and teachers’ relational learning.
9.Educators perceive significant positive correlation between principal’s relational leadership and teachers’ relational learning.
10.Educators perceive that of all the categories in principal’s relational leadership, “Tolerance and Respect,” “Vision Shaping,” and ”Ethics and Honesty” have the highest predictive validity on teachers’ relational learning.
11.Educators perceive that of all the categories in school innovation network, “ Network Complexity,” “Mutual Interest,” “Network Intensity,” and “Network interaction” have the highest predictive validity on teachers’ relational learning.
12.“ Network Complexity,” ”Ethics and Honesty, “Mutual Interest,” “Tolerance and Respect,” and “Network Intensity,” have the highest predictive validity on teachers’ relational learning.
13.There exist interactive relation between the relational leadership of an elementary school principal and school innovation network, and teachers’ relational learning, with school innovation network serving as a partial medium between principal’s relational leadership and teachers’ relational learning. The principal’s relational leadership will indirectly affect teachers’ relational learning through intervening variable of school innovation network
This research, based on the conclusions drawn above, will propose some suggestions for the educational authorities, elementary school principals, teachers, and future related studies as the reference.
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Brothers, Duane Murray Delano. "A critical, reformist perspective of the rationale for a school district race relations policy in British Columbia." Thesis, 1998. http://hdl.handle.net/2429/7825.
Full textAbstract:
This research project seeks to provide a critical and reformist perspective of the
rationale for a school district race relations policy. By conducting a comprehensive
critique of established assumptions behind traditional race relations models, and by
bringing to light the motivations and understandings of committee members who
established a school district race relations policy, the researcher hopes to make clear that
stated purpose for the policy can be interpreted from variety of perspectives.
The policy aims to foster a learning environment in which racial,
ethnic, cultural and religious differences are recognized and valued.
These differences must not be the basis of discrimination (Taylor
School District. 1992)
It is not clear what ethnic, cultural, and religious differences are to be recognized
and valued. A reformist perspective would promote social structural equality and prepare
young, developing citizens to work towards what Freire called "conscientization" (Freire,
1985: 103), to have the desire and skills to question society, see through versions of
'truth' that allow unfairness to be masked, and then to be empowered to "envision,
define, and work towards a more humane society" (Sleeter, 1994: 212). This project will
contribute to the body of knowledge on the underlying assumptions, factors, and
motivations that impact race relations work as well as make recommendations for the
implementation of effective race relations strategies.
Race relations work that is "Multicultural and Social Reconstructionalist"
(Sleeter, 1994: 209) is designed to reflect the concerns and aspirations of diverse groups
of people. In education, rather than being limited to additional curricula or increased minority hiring, it is a "different orientation and expectation of the whole educational
process" (Sleeter, 1994: 209). It also contends that major institutions such as schools are
incapable of being vehicles in the elimination of racism until their institutional reason for
being, their purpose, or guiding mission undergoes significant change. Proposing
idealistic rationale statements is a fabulous start if the statements mirror, or initiate more
subsequential changes within the foundations of educational institutions. Unless there are
fundamental changes in the motivations and goals of the ministry, school boards,
administrators, teachers, parents, students - all shareholders, we cannot expect to obtain
different results when traditional beliefs, motivations, and practices are retained.
In order to effectively understand and then employ critical and reformist
approaches to race and race relations education, I begin with theorists who are making
"strategic interventions" (Apple, 1993: viii) into the debates on race, racial differences,
and race relations education.
To define culture, I begin with the work of Bullivant (1981) to ascertain whether
traditional race relations approaches reflect the following components of his definition of
culture: culture is holistic, culture is transmitted, culture evolves, and culture is made up
of problem solving approaches to life. To understand the progress being made in the
theorization of race, I begin with the traditional biological definitions that still exist. I
then look to Omi and Winant (1993) to provide an excellent alternative perspective based
on a "racial formation process" (Omi and Winant, 1993: 3) in which race is understood as
a social construct. I then use their work to understand the foundations upon which a
critical, process orientated, socially comprehensive theory of race must stand,
specifically; race must be interpreted in the here and now, race must be seen in its global context, and race must be recognized as a legacy of the modern era. McCarthy (1993)
provides a critique of contemporary approaches to multicultural education and also
outlines an alternative approach that is critical, reformist and takes into consideration
factors that go beyond psychology as well as incorporating the evolving
conceptualization of race. Finally, West (1993,1993) provides a call for a "new cultural
politics of difference" (West, 1993: 11) in which cultural critics are to attempt creative
responses to the particular local and global circumstances we are in regarding matters of
race. By also employing the ideas of Sleeter (1993), Calliou (1995), and McCarthy
(1993) I can understand why a critical and reformist approach to race relations education
is necessary, what it entails, and how it might apply to specific work being done in race
relations such as a newly created school district policy.
To provide insight into how a critical, reformist approach might apply in the real
world, the study also offers a snapshot of how nation-wide cultural and demographic
changes are represented in one suburban West Coast school district in British Columbia,
Canada. The study provides an in depth look into how the committee members perceived
race relations; why they were involved in the formulation of the policy, what their
individual motivations were and what they viewed as the purpose of the policy. The
research was undertaken during the 1996 - 1997 school year, three years after the
committee was first formed. I use an ethnographic sensibility to questioning the
committee members to obtain rich, in-depth insights. This is seen as the most effective
way in which to ascertain the often hidden, subconscious cognitive and social
frameworks, which inform and determine the perspectives of individuals within our
contemporary society.\ By asking open-ended questions, I encourage the respondents to elaborate upon their own ideas by active listening and co-participating in the dialogue
(Spradley, 1979). By reviewing my notes after each interview I created a verbal
understanding of the 'reflective thinking" (Hampton, 1995) that took place in each of the
interviews. I have been all too to aware that it can be extremely difficult to articulate a
clear perspective within an area in which viewpoints are often subconsciously framed by
a myriad of socially and personally developed cognitive articulations. Theorists such as
Bullivant and Peter believe we must go through a process of critical inquiry into the basic
assumptions of established theories and models in order to address the perspectives that
we claim to maintain (Bullivant, 1986: 35).
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Frerichs, Lynae Johnsen. "Sad and alone social and psychological correlates of relational victimization in preadolescence /." 2009. http://proquest.umi.com/pqdweb?did=1816798981&sid=14&Fmt=2&clientId=14215&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.<br>Title from title screen (site viewed January 5, 2010). PDF text: xi, 176 p. : ill. ; 1 Mb. UMI publication number: AAT 3360042. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Chen, Chen-yu, and 陳貞羽. "The Parents’ Rational Attitudes Towards “Walk to School” Program in the Elementary Schools of Tainan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/21012395216598295659.
Full textAbstract:
碩士<br>國立臺南大學<br>生態科學與技術學系生態旅遊碩士班<br>100<br>In recent years, Tainan City Government have developed health city actively, and regard 2005 as Yearof Healthy City. Combined with “International Walk to School Day”,the Government also set up Walk to School Day for the first time. By this way, the Government can advocate the goods of walk and ride to parents and children.
At the same year, the government combine local environment with the Plan of Active Spacefor People in the urban design. As the trend of caring children’ safety and health getting more important, more and more people become to pay attention to “walking to school program”.
Taking on the issue of the elementary school’s “walking to school program,” this study intent to find out the formulae of parents’ effective participation in the program. The findings of this study include the variables of ideological obstacles of their effective recognition of the program, and the variables of their mental evaluations of the benefits by participating in the program.
The parents of school children recognized the benefits of this “walking to school” program in several regards, including practicing low-carbon life, increasing physical activities, cultivating their children’s spirit of independence, increasing daily life-experiences, etc. The parents mental obstacles for this program include getting late to school, not enough time for it, worrying weather conditions, traffic accidents worries. Some of the negative factors that added to the parent’s rejection to participate include lacking incentives, lacking interaction between students, lacking companions, bullies amongst students, etc.
34
Steyn, Genevieve Lee. "The design of a database of resources for rational therapy." Diss., 1999. http://hdl.handle.net/10500/16116.
Full textAbstract:
The purpose of this study is to design a database of resources for rational therapy. An investigation of the current health situation and reorientation towards primary health care (PHC) in South Africa evidenced the need for a database of resources which would meet the demand for rational therapy information made on the Helderberg College Library by various user groups as well as make a contribution to the national health information infrastructure. Rational therapy is viewed as an approach within PHC that is rational, common-sense, wholistic and credible, focusing on the prevention and maintenance of health. A model of the steps in database design was developed. A user study identified users' requirements for design and the conceptual schema was developed. The entities, attributes, relationships and policies were presented and graphically summarised in an Entity-Relationship (E-R) diagram. The conceptual schema is the blueprint for further design and implementation of the database.<br>Information Science<br>M.Inf.
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Du, Plessis Annemarie Magdaleen. "Learners' perceptions of relational aggression in metropolitan and rural primary schools / Annemarie Magdaleen du Plessis." Thesis, 2012. http://hdl.handle.net/10394/14880.
Full textAbstract:
This study aims at exploring learners' perceptions of relational aggression in the
intermediate phase of metropolitan and rural primary schools. The aim of the study was to
investi~ate and explore learners' perceptions and experiences of relational a~wession in the
intermediate phase of primary school education. Research into the phenomenon of
relational aggression among primary school learners is still in its infancy; there are few
studies on this phenomenon in the South African school context. It is also important to note
that relational aggression is a form of aggression that is covert in nature and is difficult to
observe by teachers and parents, although the effects are considered to be at least as
harmful as those experienced by victims of ongoing physical and verbal acts of aggression.
- - -- --
This qualitative phenomenological study is situated in Social Learning Theory and the Social
Information Processing Theory. I chose this design in order to gain understanding into the
perceptions and experiences of primary school learners who are employing or experiencing
relational aggression. Several methods of data collection were used, including peer
nomination, field notes and semi-structured individual interviews. Two themes emerged
from the data analysis which uses open coding. These themes reveal that the learners in
the study experience relational aggression in different ways and that they are able to
articulate ways of dealing with relational aggression. The exploration of each theme and its
categories and sub-categories includes verbatim quotations from the transcribed interviews
followed by the relevant literature located by the researcher which provided substantiation
for the findings.
This study indicates that learners are experiencing relational aggression on an almost daily
basis. This has a negative impact on learners, resulting in their experiencing intense emotions. It seems that teachers are neither aware of relationally aggressive acts nor who
the perpetrators are. These and other findings emphasise the importance of further
research into the phenomenon of relational aggression in a South African context. The
guidelines and skills development are aimed at assisting learners who are experiencing
relational aggression to deal with instances of relational aggression.<br>MEd (Learner Support), North-West University, Potchefstroom Campus, 2013
36
Chen, Ching-Yu, and 鄭靜育. "An Action Study on Using Rational-emotive Curriculum for Emotional Education in Second Grade Students of Elementary Schools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/47688829447919150672.
Full textAbstract:
碩士<br>國立新竹教育大學<br>課程與教學碩士學位在職進修專班<br>102<br>This study adopts RET (rational-emotive therapy) to help students understand their own emotions and learn to express feelings better, so as to better comprehend their current conditions and growth of emotional wisdom, and consequently enhance the researcher’s professional growth through this action study.
The study was undertaken from March through June 2013, with an axis centered upon rational-emotive curriculum that is comprised of five constructs: “self-acceptance,” “feelings, beliefs and behavior,” “interpersonal relationships,” “problem solving,” and “decision making,” which leads students to explore emotional awareness, emotional recognition, emotional expression, emotional understanding, and emotional adjustment. The subjects were 23 second graders. Learning sheets, instructional journals, video recording and interviews as well as a questionnaire that shows emotional intelligence were adopted to verify their emotional expression and the growth of their emotional intelligence through multi-faceted information feedback.
The findings and results of this action study are as follows:
1.This study mainly adopts rational-emotive therapy to elevate the subjects’ emotional intelligence while designing an emotional education project that accommodates the needs of lower graders.
2.To effectively accomplish the instructional goal, emotional education may use picture books, videos, and experience activities with the help of question discussions and real-life execution.
3.When undertaking emotional education, individualistic differences shall be put into consideration, meaning personal counseling and parent-teacher cooperation are required to meet the special needs of students.
4.Rational-emotive education effectively increases students’ emotional wisdom. As students employed the rational-emotive knowledge into the aspects of interpersonal issues or solving emotional disturbances, they have better empathy toward other people, adopt a more rational attitude to solve problems, and maintain a more cordial atmosphere of the class.
5.The researcher has improvements ability in professional competencies of curriculum design, instructional skills, and emotional education.
In summation, the researcher proffers suggestions in the areas of school administration, teaching staff instruction, and future research on the basis of research results and discussion conclusions.
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葉志傑. "A Study on Relationships among principal’s relational leadership, collaborative governance and relationship performance in Junior High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/95450152460759361331.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人資處教育行政碩士專班<br>99<br>This study was first to explore the current situations and the differences of junior high school principals’ relational leadership, collaborative governance and relationship performance. Next, the interrelationships among junior high school principals’ relational leadership, collaborative governance and relationship performance are discussed. Finally, it further explores the impact of junior high school principals’ relational leadership, collaborative governance and on relationship performance.
The research methods include literature review and questionnaire survey. The survey subjects are junior high school education officers across Taiwan areas. The research handed out 1000 questionnaires, among which there were 816 questionnaires valid with the availability rate of 89.6%. The data is analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, canonical correlation, multiple regression analysis and SEM. The findings based on the results of the research are as follows:
1.The level of principal’s relational leadership and collaborative governance and relationship performance is highly.
2.The education officers who get the higher scores on the principals’ relational leadership are those who are male, senior, more than 21years of service, as a principal, and with the hightest academic qualification above the Institute.
3.The education officers who get the higher scores on the collaborative governance are those who are male, senior, more than 21years of service, as a principal, and with the hightest academic qualification above the Institute.
4.The education officers who get the higher scores on the relationship performance are those who are male, senior, as the principal, and working in the large school.
5.There are significantly positive correlations between principals’ relational leadership and collaborative governance，and between principals’ relational leadership and relationship performance and also between collaborative governance and relationship performance.
6.“Suitable authorization, trust establishment, process pledge, and the prospect is clear “ have a high explanatory power on Whole relations achievements.
7.“Communication dialog, trust establishment, process pledge, and cognition sharing” have a high explanatory power on relationship performance.
8.”Suitable authorization, admission containing trust establishment, process pledge, Finds the problem “have a high explanatory power on relationship performance.
9.It is mutually influential between the principals’ relational leadership and collaborative governance to relationship performance. Collaborative governance has the partial mediating effect between princaial’s relational leadership and relationship performance.
According to the research findings, some suggestions are proposed for the reference of education-related units, junior high school principals, education officers and research staff engaged in future related researches.
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Ming-Cheng, Chen, and 陳明正. "The Relational Research on Job Stress and Coping Strategy of Principals in the Elementary Schools in central Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/24761442451763020618.
Full textAbstract:
碩士<br>國立彰化師範大學<br>商業教育學系<br>96<br>The Relational Research on Job Stress and Coping Strategy of Principals in the Elementary Schools in central Taiwan
Ming-Cheng, Chen
Abstract
This research aims to investigate central Taiwan Elementary School principals’ Job Stress and their coping strategies. The researcher analyzed the differences of central Taiwan elementary school principals’ Job Stress and their strategies based on different background variables. Furthermore, it was scheduled that principals anticipate the stress they face at work and the strategies they plan to employ to cope with the stress. Some suggestions are proposed, according to the research results. The can be the reference for central Taiwan elementary school principals, the educational administrations, and the future research.
I. Research conclusions
1. The sensed job stress of principals in the elementary Schools of central Taiwan was under middle degree, especially from authorities, place attention, and administrative accountability .
2. The principals who from public primary schools in central Taiwan can use coping strategies by middle-high scale. The more positive strategies they adopted, the less working pressure they had. On the other hand, the more negative strategies they adopted, the more working pressure they had. Problem solving, mood moving, and logic thinking are often employed by principals.
3. Because of the different region and size of the schools, principals’ sensed job stress is significant difference .
4. Principals of elementary schools may employ different strategies by their distinct seniority,gender and age.
5. There is a negative correlation between principals’ job stress and their coping strategies. Within the coping strategies, logic thinking and mood adjusting is negative correlated. However, principals’ job stress and their mood escaping are positive correlated.
6. Principals’ coping strategies can be predicted by some variables from principals’ job stress.
II. Suggestions for elementary school principals
1. Knowing the existence of the stress and managing individual stress
2. Employing each kind of coping strategies and facing the stress positively
3. Promoting their profession and taking advanced study
4. Putting the experience of principal inheriting high and constructing a platform for knowledge share
III. Suggestions for educational administration agency
1. Value principal’s professional knowledge and reduce jobs which are not related to school.
2. Encourage principal to take advanced study in office and help them to join or to do some research related to their specialized subject.
3. Increase the budget for teaching equipment and reduce the administrative intervention in school.
4. Value the exchange of principals’ experience and the communication with principals. Construct some mechanism and channels for principals to release their pressure.
5. Increase the welfare for the administrative staffs to enhance their willing of participating administration.
VI. Suggestions for further research
1. Principals’ personal psychological attributes, their background and experience of administration, family situation, blood class, and constellation, can be added as the research variables to conduct the further study.
2. Further researcher could enlarge the participants to the principals from the public and private primary, secondary, and high school and analyze the difference among them.
3. Further researcher can employ qualitative research, such as interview, observation, and case study, in this kind of researcher to understand the participants deeply. It is excepted that the researcher could find more interesting results.
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CHUN, TSAI PAO, and 蔡寶俊. "The Relational Research on Job Stress and Coping Strategy of Principals in the Elementary Schools in Taipei County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/37081579550115146799.
Full textAbstract:
碩士<br>臺北市立師範學院<br>國民教育研究所<br>93<br>The Relational Research on Job Stress and Coping Strategy of Principals in the Elementary Schools in Taipei County
A Thesis for Master Degree of Education
TSAI PAO CHUN
ABSTRACT
This study attempts to probe into the job stress and coping strategy of principals in the elementary school in Taipei County. The researcher adopted the methods of literature review and questionnaire survey to set up academic context and upgather data. Samples selected for this research are principals from public elementary schools in Taipei County. A total of 205 principals are selected, with valid responses posting 187.The data was analyzed through the method of descriptive and inferential statistics, including mean, standard deviation, independent-samples, t-Test, one–way ANOVA, and Pearson product-moment correlation.
The major findings were：
1. The principals who from public elementary schools in Taipei County feel medium job stress and bother about authorities stress and administrative accountability stress.
2. The principals who from public elementary schools in Taipei County can use coping strategies by middle-high scale and problem solving and logic consideration both are often used by principals.
3. There was significant difference among the gender for job stress of the principals who from public elementary schools in Taipei County.
4. There was significant difference among the gender, school location, district and school-scale for coping strategies of the principals who from public elementary schools in Taipei County.
5. When facing more area concerning stress, the principals who from public elementary schools in Taipei County tend to adopt all kind of coping strategies.
6. When facing more interpersonal stress, the principals are not tend to adopt problem solving and logic consideration.
7. When facing more total job stress, authorities stress, work load stress, administrative accountability stress and role conflict stress, the principals tend to adopt escape.
Based on the finding and conclusions in this study, recommendations
for principals, educational authorities, principals’ preprofessional organization and further studies are also included.
Key words: job stress, coping strategy, principals from public elementary schools in Taipei County, principals.
40
Huang, Meng-Hui, and 黃孟慧. "A Study on the Relationship Among Principals’ Relational Leadership, Organizational Trust and Teacher Work Well-being in Elementary Schools." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2k257j.
Full textAbstract:
博士<br>臺北市立大學<br>教育行政與評鑑研究所<br>107<br>The purpose of this study was to explore the current situations, the differences, the relevant situation and the proper fit of the structural equation mode between principals’ relational leadership, organizational trust, and teachers' work well-being in elementary schools. This study adopted a questionnaire survey. The samples are 924 teachers selected from elementary schools in Taiwan, and 862 of the distributed questionnaire are returned as valid. The return rate is 97.4%. A series of statistical methods such as descriptive statistics, independent sample t-test, one-way ANOVA, and structural equation modeling (SEM) are conducted to analyze the data collected.
The conclusions of this study are as follows:
1.The current situation of principals’ relational leadership is very good, with the best performance in the“moral integrity”.
2.The current situation of organizational trust in elementary school is very good, with the best performance in the “supervisor trust”.
3.The current situation of teachers' work well-being in elementary school is very good, with the best performance in the "interpersonal relationship".
4.Teacher’s perception of principals’ relational leadership did cause significant differences by different variables, including gender, current position, school location, school scale, and principal's arrival.
5.Teacher’s perception of organizational trust did cause significant differences by different variables, including gender, academic degrees, the length of service, school location, school scale, and principal's arrival.
6.Teacher’s perception of work well-being did cause significant differences by different variables, including gender, the length of service, school location and principal's arrival..
7.The fitness of the structural equation modeling among principals’ relational leadership, organizational trust, and teachers' work well-being in elementary school is assesse as positive, and it can explain the relationships among main variables.
8.The principals’ relational leadership of the elementary school can enhance the teachers' work well-being through the mediated effect of organizational trust. Organizational trust has a mediated effect.
Based on the above conclusions, this study proposes several suggestions for providing educational administrations, principals, teachers and future research.
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Axelman, Michael Joshua. "The relational experiences of African-American adolescents and the role of signifcant adults : an examination of teenage lives during the transition to high school /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9951758.
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邵意雯. "A Relational Study of Classroom Teachers' Guidance Competency and Teacher-Student Relationship in Elelmentray Schools in Tainan County and Tainan City." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/50638192444149714037.
Full textAbstract:
碩士<br>高雄師範大學<br>輔導與諮商研究所<br>97<br>ABSTRACT
The purpose of this study is to examine the connection between the guidance competency of high grade classroom teachers of elementary school and the teacher-student relationship in Tainan city and county. The method of questionnaire survey was adopted in this study and the samples consisted of 85 high grade classroom teachers and 843 high grade students from 15 elementary schools of Tainan city and county in Academic Year 2008. Further the research instruments included in this study were “The guidance competency questionnaire of elementary school classroom teachers” and “The teacher-student relationship scale.” All the data obtained in the survey were analyzed through statistics value and methods, such as means, standard deviation, t-test, one-way ANOVA, and Pearson’s product-moment correlation.
The results demonstrate that the present level of high grade classroom teachers’ guidance competency of elementary school in Tainan city and county is above middle; no significant differences were exhibited among guidance competency of classroom teachers with different background exerts at the aspect of guidance attitude; significant differences were indicated among guidance competency of classroom teachers with different guidance professional qualifications at the aspect of guidance knowledge; significant differences were recognized among guidance competency of classroom teachers with different ages, and guidance professional recognition at the aspect of guidance skill; significant differences were proved among classroom teachers with different guidance professional qualifications at the whole guidance competency. There exists a positive correlation among guidance attitude, guidance skill, whole guidance competency, and the teacher-student relationship. Through this effort, results of the study further conducted and the suggestions are proposed as reference for teacher education institutions, educational administrations, elementary school classroom teachers, and further research.
Keywords: guidance competency; the teacher-student relationship; classroom teachers
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Ko, Cheng-Li, and 柯政利. "A Relational Study on Teachers’ Leisure Participation, Leisure Satisfaction and Job Stress-Using Elementary Schools in Chang-Hua County as Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/33978676397332431598.
Full textAbstract:
碩士<br>大葉大學<br>運動事業管理學系碩士在職專班<br>96<br>The main purpose of this study was to understand the relationships between leisure participation and satisfactional, and job stress in elementary school teachers in Chang-Hua County. To analyze the differences in demographics in these areas, and to discuss the relationships between them. The researcher applied documentary analysis, questionnaires, and interviews to gather the first-hand research data. The questionnaires were composed of the background of the elementary school Teachers’ leisure participation, and the rating scale of attitude toward Teachers’ leisure participation and satisfactional and obstacles to job stress. This study applied a questionnaire approach. The subjects of the questionnaires were 177 elementary school teachers from Chang-Hua County. There were 489 questionnaires given out, 360 effective ones returned. The retrieved probability was 76.5%. There were 360 effective questionnaires and the probability of the usable questionnaire was 73.6%. The collected data were analyzed with respects to descriptive statistics, test, one-way ANOVA, and Scheffe comparative method, Pearson’s product moment correlation with the use of SPSS program (Windows 12.0). The findings of this study were as follows:
1. The points of Teachers’ leisure participation and job stress in Chang-Hua County were below the average. The points of Teachers’ leisure satisfactional were above the average.
2. There was no obvious difference in the population statistics variables of Teachers’ leisure participation regarding elementary school teachers.
3. There was no significant difference in the population statistics variables of Teachers’ job stress toward elementary school teachers.
4. There was no obvious difference in the population statistics variables of Teachers’ job stress regarding elementary school teachers.
5. Speaking as a whole, Teachers’ leisure participation and leisure satisfactional had a positive correlation. Teachers’ leisure participation and leisure satisfactional had a negative correlation. Teachers’ leisure satisfactional and job stress had a negative correlation.
Due to the results of this study, several suggestions have been made to the educational administration organizations and schools. Further studies were mad. Hopefully the study will benefit the elementary school teacher’ participation I leisure activities.
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CHEN, CHIN-LUNG, and 陳金龍. "A Study on the Relationships among Principal Relational Leadership, Organizational Change, Administrative Effectiveness, and Competitive Advantagein Senior High Schools in Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9fd46w.
Full textAbstract:
博士<br>國立暨南國際大學<br>教育政策與行政學系<br>106<br>Abstract
This thesis aimed to explore the current situations and the differences of senior high school principals’ relational leadership, organizational change, administrative effectiveness, and competitive advantage. Next, the interrelationships among senior high school principals’ relational leadership, organizational change, administrative effectiveness, and competitive advantage were discussed. Finally, it further explores the impact of senior high school principals’ relational leadership, organizational change, and administrative effectiveness on competitive advantage.
The research methods included literature review and questionnaire survey. The survey subjects were senior high school education staff in Taiwan. The research handed out 900 questionnaires, among which there were 866 questionnaires valid with the availability rate of 96.22%. The data were analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson's product correlation, and multiple regression analysis. The findings based on the results of the research were as follows:
1. The education staff achieved the higher scores on the principals’ relational leadership, which “empowerment” was the highest score.
2. The education staff achieved the higher scores on the organizational change, which “organizational culture” was the highest score.
3. The education staff achieved the higher scores on the administrative effectiveness, which “organizational atmosphere” was the highest score.
4. The education staff achieved the higher scores on the competitive advantage, which “image advantage” was the highest score.
5. The education staff who achieved the higher scores on the principals’ relational leadership were those who were male, senior, with the hightest academic qualification above the institure, as a executive, more than 21years of sevice, North area, and large scale school.
6. The education staff who achieved the higher scores on the organizational change were those who were male, senior, with the hightest academic qualification above the institure, as an executive, and more than 21years of sevice, North area, and large scale school.
7. The education staff who achieved the higher scores on the administrative effectiveness were those who were male, senior, with the hightest academic qualification above the institure, as an executive, and more than 21years of sevice, North area, and large scale school.
8. The education staff who achieved the higher scores on the competitive advantage were those who were male, senior, as an executive, North area, and large scale school.
9. There were significantly positive correlations between principals’ relational leadership and organizational change, between principals’ relational leadership and administrative effectiveness, between principals’ relational leadership and competitive advantage, between organizational change and administrative effectiveness, and between organizational change and competitive advantage.
10. The principals’ relational leadership, organizational change, and administrative effectiveness showed a high explanatory power on competitive advantage.
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Hsieh, Yen-Fen, and 謝艷芬. "A Study of Relational on Leisure Participation, Leisure Satisfaction and Job Stress－The Yunlin-Chiayi Area High Schools and Military Training Instructors as Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/87451329960880935276.
Full textAbstract:
碩士<br>國立雲林科技大學<br>休閒運動研究所碩士班<br>100<br>The purpose of this study was to understand the current situation of the military instructors, leisure participation, leisure satisfaction, and job stress, and explore the influence of the military instructors, leisure participation and leisure satisfaction on their job stress.
This study, targeting the Yunlin-Chiayi area high school military training instructors, issued a total of 182 questionnaires. As all the 182 questionnaires were valid, the effective rate is 100%.The formal questionnaire adopts "leisure participation scale, leisure satisfaction scale and job stress scale" as research tools. The data were analyzed by the method of Step-wise Regression Analysis. With analysis of the collected data, the results was as follows:
1. The five factors of military training instructors, leisure participation are "sports," "outdoor", "sociability," "literary" and "audio-visual". Among the five items, the audio-visual factor gets the highest score. About the military training instructors, leisure satisfaction: the "mental relaxation", "beauty", “society,” and "physiology". Among the four items, the mental relaxation factor gets the highest score. As for military training instructors, job stress: "the internal organization of work," "personal factors," and "external organization," the highest score goes to “external organization".
2. The leisure participation of the military training instructors explain leisure satisfaction effectively, among which, the “sports” factor is the most effective.
3. Part of the military instructors, leisure participation influences job stress validly, and the audio-visual factor is the most effective.
4. Military instructors, leisure satisfaction can effectively affect the working pressure, in which the mental relaxation factor has the strongest influence.
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Kaphe, Gabriel Kaphe. "Managing curriculum change : a study of six secondary schools in Maseru, Lesotho." Diss., 2017. http://hdl.handle.net/10500/25503.
Full textAbstract:
The purpose of this study is to explore the experiences that the principals encounter when managing curriculum change at the secondary schools in the Maseru district. The study is qualitative in nature and employed a case study to investigate principals’ experiences with the LGCSE curriculum change. This study used Kotter’s theory of change management as a theoretical foundation for the analysis of the data. Semi-structured in-depth –interviews and non-participant observations were used to collect data. A total of six principals from urban and rural secondary schools were interviewed and observed. Content analysis was employed to analyse data in this study.
The findings revealed that the secondary school principals in the Maseru district lack skills and knowledge to manage the LGCSE curriculum change. The findings showed that the majority of the principals were not thoroughly trained on how to manage and implement the LGCSE. The principals needed continuous support from the Ministry of Education and Training. There was also a need for relevant and adequate resources to support curriculum changes. This study revealed that most principals delegated the instructional roles to the Head of Departments and the deputy principals to manage lesson plans, selection of teaching and learning materials as well as monitoring lesson presentations. This study found that most principals concentrated on administrative roles. Team work and school based workshops were found to be the strategies that principals used to manage the LGCSE curriculum change.<br>Educational Leadership and Management<br>M. Ed. (Educational Leadership and Management)
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Misquitta, Radhika Maria Peter. "Teaching fractions to middle-school students struggling in mathematics : an exploratory study." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3343.
Full textAbstract:
Fractions are an essential skill for students to master, and one students struggling in mathematics face particular difficulty with (National Mathematics Advisory Panel, 2008; Mazzocco & Devlin, 2008). This study employed the multi-probe multiple baseline design to examine the effectiveness of the concrete-representational-abstract (CRA) approach and explicit teaching practices to teach fraction equivalence to students struggling in mathematics. The study was conducted across four students, and replicated simultaneously across four more. The CRA approach included concrete aids such as fraction circles and fraction strips, representations such as pictures of fraction circles and polygons, and algorithms. Explicit teaching involved following a model-lead-test sequence and included an advanced organizer, corrective feedback and cumulative reviews. Results of this study indicated that the intervention program was effective to improve students‟ performances in fraction equivalence tasks. In particular, the use of
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representations was seen to impact performance and concrete aids alone may not be sufficient to improve performance. With regards types of representational and concrete aids employed, results of this study tended to favor the use of linear versus circular aids. Results indicated that students whose performances tend to vary may not benefit to the same extent as those who have stable profiles. Students who demonstrate variable profiles may require additional practice to master skills being taught. This study also examined transfer of skills to word problems and, results demonstrated that the CRA and explicit teaching approaches were beneficial in helping aiding transfer. Several aspects of the program may have contributed to aiding transfer including, minimal exposure to word problems during intervention, drawing connections between representations and abstract information, and incorporating the fair sharing understanding or quotient interpretation of fractions. This program concluded that students were able to maintain performances over time, and that representations in particular appeared to aid conceptual understanding and promote maintenance of skills.<br>text