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1
Eksteen, Truter. "Educators' understanding of their roles at a school of skills." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2066.
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Thesis (MEd (Specialised Education))--University of Stellenbosch, 2009.The site for the study is a Western Cape school for industry that became a school of skills in 1999. According to the S.A. National Association for Specialised Education (SANASE) (2001:1), a school of skills, also referred to as a special school, caters for intellectually mildly disabled learners (IMD learners) who are characterised by their poor scholastic abilities in reading, writing and arithmetic skills, low self-esteem, poor self-concept, lack of motivation to study and their inability to cope with academically orientated work. These would be learners who were previously in mainstream schools but whose learning difficulties resulted in their being placed at special schools. These learners pose particular challenges to their school environments, and teachers who work with such special needs learners require specialised training to equip them for their tasks. Teachers at schools of skills, however, generally have no additional training. This study had as focus teachers' understanding of their roles at a school of skills. This study uses an ecosystemic approach within an interpretive research framework to obtain in-depth data on teachers' understanding of the learners' learning needs and the concomitant challenges to classroom learning and their teaching. It also explored teachers' interpretations of their professional positioning amidst the demands posed by an outcomes-based curriculum. The study found that, despite ongoing in-service training initiatives, teachers insist that they need learner-specific guidance as they were incapable of providing suitable learning to their learners. They believe that their learners will need life-long learning support. Such beliefs create barriers to successful learning and can also marginalize learners, preventing them from being part of the mainstream of community life. The study found that the successful implementation of inclusive classroom learning is left largely to teachers' personal initiative. Although some teachers achieved positive results, the majority of teachers at the site failed to provide successful learning. It seems that learning success at schools of skill is dependent on positive teacher expectations of learners learning.
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González, Moraga Maribel del Carmen. "Being and becoming a Deaf Educator : the construction of Deaf Educators' roles and pedagogies in Chilean Deaf Schools." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723458.
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Johnson, Sharon Harris. "An Examination of Educators' Perceptions of the School's Role in the Prevention of Childhood Obesity." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/384.
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Childhood obesity is a prevalent subject of research currently, and many researchers have studied the effectiveness of school programs in battling obesity among students. This case study, utilizing ethnographic tools of observation, interviews, and investigation of artifacts, examines educators' perceptions of the role of the school in the prevention of this epidemic, how perceptions affect practices, and the barriers to prevention efforts. The lens of caring theory, social justice, and critical theory frame the analysis of how educators in a medium-sized elementary school contend with the problem of childhood obesity. Educators in this setting perceived their role in the prevention of childhood obesity as limited and tended to blame parents for the condition of obese students. Because of this perception, attempts at prevention were somewhat sporadic and individualistic in nature. Barriers included a lack of training in critical reflection and the stresses of mandated testing and budget cuts. Teachers and staff members cared for their obese students' well-being, but generally lacked the resources to help them. They were often uncomfortable discussing obesity with parents and tended to avoid the subject, and unfortunately, this conversation needs to occur in order to find help for their obese students.
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Talbot, Lana. "Bermudian educators' perceptions of the roles and functions of school psychologists." Thesis, University of East London, 2014. http://roar.uel.ac.uk/3994/.
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A sequential mixed-method study was used to explore educators’ views of the services provided by school psychologists in Bermudian schools. The views of teachers (regular and special education) were compared with the views of principals. The aim of the study was to determine the extent to which the current services of school psychologists are helpful to teachers. The findings of this research provided information about aspects of the school psychologist’s role that are perceived by teachers and principals as providing the best outcomes for students, and as ensuring the accountabilty of effective services in Bermuda’s education system. Results of this study influenced decision-making and policy formation through the provision of empirically-driven feedback regarding the school psychology programme. A randomized sample of participants was selected from the regular and special education teachers and principals from the 26 public schools in Bermuda. A revised version of the School Psychology Perception Survey (SPPS), developed by Gilman and Gabriel (2004), was used to assess participants’ (1) knowledge about school psychology services, (2) satisfaction with school psychology services, (3) and helpfulness of school psychology services, as well as (4) participants’ future desired roles and functions of school psychologists. The survey also asked participants to identify the activities engaged in by the school psychologists that they viewed as most important. Responses of teachers were grouped according to their years of teaching experience, and then how often they utilized the services of the school psychologists. Following the data collection and analysis of the survey, a focus group of four Bermudian school psychologists was convened. The results of the survey was shared with this group, and the school psychologists discussed the implications of the findings and the feasibility of putting the participants’ desires into practice.
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Kibuuka, Charles. "Exploring the role of the physiotherapy clinical educators in the clinical setting in Uganda." University of the Western Cape, 2020. http://hdl.handle.net/11394/8132.
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Magister Scientiae (Physiotherapy) - MSc(Physio)Clinical education is considered a cornerstone of the healthcare professionals’ education including physiotherapists. Clinical education involves translation of theoretical knowledge into practical skills, facilitated by clinical educators whose roles vary from place to place. The clinical educators’ roles have a number of facilitators as well as barriers and these have been minimally evaluated globally and locally, including Uganda. Therefore, the aim of the study was to explore and describe the perception of the physiotherapists regarding their role as clinical educators and to identify the barriers to and facilitators for physiotherapy clinical education at the national and regional referral hospitals in Uganda.
2022
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Choflá, Shaun-Adrian. "Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.
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Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression.
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Dickson, Marilyn I. "Slipping the bonds, a narrative inquiry of women elementary educators in leadership roles." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq35145.pdf.
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Palmer, June Monica. "The impact of educators' emotional intelligence on their roles as managers of change / June Monica Palmer." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2337.
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The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change.Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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Hooker, Steven Dale. "Closeted or Out? Gay and Lesbian Educators Reveal Their Experiences about Their Sexual Identities in K-12 Schools." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275920091.
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Williams, Falecia. "AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MAT." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2517.
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This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Ryoo, Anna. "Art education and new media : understanding the roles of artists and educators in the age of immediacy." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50286.
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This thesis is an act of inquiry into the entangled relationship between new media and art and how art education should re-position itself towards the cultural, political, and social shifts brought on by new media. By positioning new media as an entity yet-to-be-understood, I drew upon Marshall McLuhan’s writings as well as diverse and intersecting views of new media from debates and discussions occurring in multiple fields of studies. These are offered in the hopes of providing various spaces in which we may think about what art and art education is and can be as well as to expose the complexity behind thinking about the relationships among the following terms: contemporary, new, media, art, and education. Questions raised in this study do not stem from a mode of resistance nor celebration, but rather from the positions of being an educator, an artist, and a researcher who seeks to critically and reflexively examine and make sense of her role and that of others in this creative ecology. Toward the end of this journey, it became more evident that new media indeed needs to be embraced and its potentials recognized if art education is to revitalize its curricula and pedagogies. However, to do so, I argue that we must approach new media through art first and foremost, and then new media, focusing on cultivating an environment within which new media is approached and understood from the perspective of artists.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Dethlefsen, Anna K. (Anna Katheryn). "Differences in the Actual and Ideal Roles of Secondary School Counselors in Region X Schools as Perceived by Counselors, Principals, and Counselor Educators." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330590/.
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There has been extensive criticism of schools for allowing counselors to be used for duties that lie beyond defined counselor roles. The purpose of this study was to determine if counselors are still being misused today as they have allegedly been in the past. The problem was divided into nine questions in order to ascertain differences in actual and ideal roles of secondary school counselors as perceived by counselors, principals and counselor educators. The study was limited to secondary schools in the Region X Education Service Center in Texas. The study included brief definitions of roles and an extensive review of literature. Twenty-three schools from the Region X Education Service Center in Texas were chosen using a random, stratified selection process. A counselor and the principal from each of these schools were interviewed using a Q sort. Three counselor educators were randomly selected to participate from each of three universities in the area. The Q-sort technique was used in order to determine differences in actual and ideal perceptions of the counselor's role as held by counselors, principals, and counselor educators. Cohen's equation for Q sorts was used to establish correlations between the different perceptions. A t distribution for correlation was used to determine significance. There was a significant positive correlation for these groups concerning their perceptions of secondary school counselors' roles:
1. Counselors' actual and counselors' ideal.
2. Principals' actual and principals' ideal.
3. Counselor educators' actual and counselors* ideal.
4. Counselors' and principals' actual.
5. Principals' and counselor educators' actual.
6. Counselors' and counselor educators' actual.
7. Counselors' and principals' ideal.
8. Counselors' and counselor educators' ideal.
9. Principals' and counselor educators' ideal.
The Q-sort questions were also analyzed to determine which roles were ranked by these three groups to be most and least important.
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Bliss, Kadi R. "Health Educators as a Think Tank: Recommendations to Improve Health Care Reform Proposals and Potential Roles for the Profession." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/452.
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Health care reform has been a controversial topic in America since the early 1900s (PBS, 2010). Today, the United States spends more on health care than any other industrialized nation (National Center for Health Statistics, 2011), but despite spending more, the U.S. has 46.3 million citizens who are uninsured (CDC 2009). To date, only two studies were located that analyzed health educators' behaviors related to health policy (Cooper, 1986; Holtrop, Price, & Boardley, 2000) and no studies were found using qualitative research designs to study health educators' experience with and recommendations for any policy issues, including health care reform issues. The purposes of this study were to explore recommendations from health educators for health care reform in relation to the different levels of the determinants of health ecological model and to examine potential new roles for the health education profession in achieving an effective health care system. An interpretive approach was used to gain contextualized, value-laden, specific knowledge from health educators to understand and interpret their perceptions about what needs to be in place on multiple levels for health care reform to be successful, and the Healthy People 2020 determinants of health ecological model (USDHHS, 2011) was used to elicit their perceptions. Twelve online, chat room focus groups and two online, chat room interviews were held with CHES and MCHES certified health educators over a three-week period. Three overarching themes emerged from the data: prevention, health literacy, and a focus on larger levels of the determinants of health ecological model. In addition to the overarching themes, recommendations were made at each level of the determinants of health ecological model, participants suggested an increased role of health educators in the medical and political setting, and responses revealed that participants in this study were involved in many advocacy experiences. Results of this study suggest that this group of health educators wants to see health care become a right for everyone. Participants want prevention and health education to become a social norm in society and a visible component of health care reform policies in the United States. Basically, there is a real need for our health care system to change into a system that does not focus on treatment after people get sick, but one that focuses on preventing illness and promoting wellness throughout the lifecycle and at multiple levels. Recommendations for the health education profession include compiling priority recommendations into a position statement or white paper to influence policy makers and politicians in Washington D.C. If health educators can become an interest group supporting health care reform proposals that include prevention and health education, then maybe they can influence health policies that promote their recommendations and ideals.
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Mopidevi, Janbee Shaik. "A socio-cultural analysis of early childhood educators' roles in fostering peer relationships : cross-cultural insights from India and England." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702196/.
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A socio-cultural analysis of early childhood educators’ roles in fostering peer relations: Insights from India and England. There is strong evidence that positive peer relations greatly benefit children’s social and intellectual development and hence a case for peer relationships has been made in both theory and research. However, there are growing concerns regarding the worldwide trend of ‘schoolification’ or pre-primary focus in early childhood care and education and its potential negative effects on young children’s peer relationships. These concerns are more pronounced in England and also in India given the contradictory policy and practice contexts of prescriptive curricula with undue focus on school preparation. Given the discourse of early years as restrictive contexts, the research was carried out as a qualitative multi-site case study in the Reception class of a (local) primary school in England characterized by pre-primary focus and at a philosophically ‘different’ independent school in India, based on Jiddu Krishanmurti philosophy that follows social-pedagogy model. The aim was to explore the role of early childhood professionals in fostering peer relations in cross-cultural contexts. Participants were two reception class teachers and two learning support assistants for the class from England and four early childhood practitioners’ from the Indian case study setting. The research took an ethnographic approach using participant observation and semi-structured interviews to understand the perceptions and practice of educators in fostering peer relationships in their socio cultural contexts using the socio-cultural theoretical lens of Rogoff’s three-plane analysis. Findings from both settings conclude that despite of the cultural variations, early childhood educators’ engage in caring pedagogy by mediating a given curriculum; while their overall roles are defined and refined by cultural contexts within and beyond the immediate institutional contexts. In order to recognize and appreciate the wider ecological niche, which is impacting educators’ roles, I have argued for a clear and separate ecological focus to the original personal, inter-personal and institutional planes. Drawing philosophical inspiration from Krishnamurti’s ‘To be is to be related’ and Tagore’s ‘inherent mutuality’ and combining with Fleer’s theoretical concept ‘child embedded-ness’ -the study claims to make a contribution in terms of ‘community embedded relationships’ as opposed to child-centered peer relationships and pro-offers a socio-cultural theoretical framework for conceptualizing educators’ roles in fostering peer relationships by synthesizing all the three planes.
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Feibelman, Susan L. "Becoming visible| Necessary strategies of action utilized by female educators to gain access to formal leadership roles in independent school settings." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592285.
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Similar to staffing patterns in public school systems, the majority of faculty employed in the 1,174 National Association of Independent Schools (NAIS) member schools are women, suggesting that school leadership pipelines are filled with female faculty, along with middle- and senior-level administrators who demonstrate daily their executive leadership capacity. Yet women remain unable to achieve access to head of school leadership positions at a rate equal to their male colleagues. Utilizing qualitative research methods and the lens of post-structuralist feminist theory, this phenomenological study examines the gendered nature of leadership roles in independent schools and the ways this cultural phenomenon informs the strategies used by African American and White women seeking mentor-protégé relationships, networks of support, and sponsorship from "recognized" independent school leaders. Utilizing a feminist framework to examine the cultural context that informs women's leadership preparation (Olesen, 1994, 2003), semi-structured interviews were conducted with 16 participants whose lived experience as independent school leaders and/or as executive search consultants for independent schools illuminated points of tension between settled and unsettled periods in the lives of aspiring women leaders and explored the strategies of action (Swindler, 1986) used to negotiate points of discursive disjunction (Chase, 1995, 2003). This study contributes to the present discourse regarding the role gender plays in the normalization of independent school leadership, proposes questions for further inquiry, and suggests strategies of action for independent school communities, trustees, and professional organizations to use when crafting policy, planning leadership training/development, and succession planning that addresses gender disproportionality.
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Rabbette, Helen Elizabeth. "Perceived roles of occupational therapists, physical therapists, and adapted physical educators on primary intervention components of motor development of children with developmental delays in preschool settings in Ohio /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405498.
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WYATT-ROSS, JANICE K. "SPECIAL EDUCATOR ROLE CONSTRUCTION WITHIN RESPONSE TO INTERVENTION: A QUALITATIVE ANALYSIS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196101187.
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Mbuyeleni, N. E. "Value orientation of the adolescent." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1134.
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Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2008.The aim of this study was to investigate the role of educators in the value orientation of the adolescent. The one thing that transcends language, culture, physical appearance, age and gender is the values a person cherishes and lives by. Vales are essential for life and the normative principles that ensure ease of Hie lived in common. From the literature study it becomes clear that adolescents spend most of their time at school and with their peers, and that their behaviour is shaped by what is happening at school and the values acquired at school serve as a pathway to adulthood. The literature supplied evidence that school educators play an importeint role in influencing the adolescent to adopt positive values. Neither the educator at school, nor parents at home can avoid teaching values through their words and actions. The peer group also plays a key role in the transmission of values. As a result of the adolescent's need to be accepted by the peer group he conforms to the group's values. For the purpose of the empirical investigation a self-structured questionnaire was utilised. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings from the empirical study confirmed that educators play a significant role in the value orientation of the adolescent. In conclusion a summary of the study was presented and based on the findings of the literature and empirical study, the following recommendations were made: > The inculcation of positive values which vdll enable the adolescent to function effectively in society as an adult. > A school environment that is conducive for the effective transfer of healthy value. > Further research ought to be conducted concerning the role of educators in the value orientation of the adolescent.
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Khumalo, Mapula Gertrude. "Role conflict experienced by married black woman educators / by Mapula Gertrude Khumalo." Thesis, North-West University, 2004. http://hdl.handle.net/10394/176.
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The purpose of this study was to determine the nature of role conflict experienced by married
black woman educators by means of a review of literature and an empirical investigation. The
empirical study was also aimed at determining role conflict factors experienced to a great extent
and those experienced to a slight extent.
Chapter 1 deals with the problem statement, aims of the research and the methods employed to
achieve the purpose of the study.
The second chapter highlights the nature of the woman's role. The description of the role was
given. This chapter also provided a discussion of the legal framework on the role of a woman
as indicated by the legislation of the Republic of South Africa, mostly guided by the Constitution,
which remains the supreme law of the country. The discussion of the nature of women's role
within the home was given. Discussions on a woman as a homemaker and a mother and the
physical, spiritual, moral, social, and emotional welfare were given. The nature of women's
roles outside the home was presented.
In the third chapter the nature of role conflict was investigated. The description of role conflict
was laid out. Attention was given to a discussion of both the intra-role conflict and inter-role
conflict. Factors contributing to a woman educator experiencing intra-role conflict within her
home and profession were discussed. Factors contributing towards inter-role conflict were also
identified and discussed.
The empirical research design, questionnaire as research tool and the construction of the
questionnaire were discussed in chapter four. The duly completed questionnaires returned by
the woman educators as respondents were empirically analysed and interpreted in this chapter.
The last chapter, chapter five, gives a summary of all the chapters, the research findings and
recommendations based on the research findings derived from the previous chapters as well as
an ultimate statement. The research findings indicate that most of the respondents expect their husbands to support
them physically and psychologically. It is found that in addition to lack of support from
husbands, time constraints are another main contributing factor towards role conflict
experienced by woman educators. Despite their hard work, they are unable to accomplish all
that they need to. These two factors: lack of spouse support and time constraints, need to be
given the necessary attention in future research.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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Melville, Edmund Christopher. "The role of EFL educators in Turkey in the era of globalisation : an analytical auto-ethnography of an EFL educator turned administrator at IPRIS." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54471/.
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Globalisation, a major aspect of English foreign language (EFL) education in the twenty-first century, can be described as the worldwide circulation of goods, services, and capital as well as information, ideas, and people. EFL educators encounter relentless demands to shift their positions, perspectives, and identities, and to assume many roles because they must accommodate new cultures and people in order to teach in their chosen field. We also have to accommodate differences in ideologically constructed representations of our roles as educators in terms of culture, class, gender, race, and religion within their various contexts. Thus, it can be difficult to determine exactly what one's role is in the context of globalisation. Using an analytic, auto-ethnographic, and naturalistic research design, I purposefully selected five EFL educators (six, including me) and investigated how we fit/belong at IPRIS, what our perceived roles as EFL educators are, and how our roles as EFL educators in full relate to globalisation. Bourdieu's experiences in Algeria, his theories arising from them, and Bhabha's notion of the third space, which is synchronistic with postcolonial theory, formed my theoretical framework. I collected data through interviews, reflexive journal, and critical incidents that were member checked to ensure trustworthiness. The inductively oriented data analysis yielded the themes and categories that are the foundation of this research. The emergent findings in this research were key in showing how the backgrounds of the participants positioned each of us so differently one from another as EFL educators. The varied ways in which the participants have discerned their roles as individuals and as EFL educators unfolded. The explicit commentary of all the participants in this study (including me) reflected a deep commitment to the needs of the students at IPRIS as we expressed our views on our roles. This research revealed the knowledge that I have built concerning myself, both in my context and in relation to others, by investigating the spaces in between coming and going, participant and researcher, educator and administrator; it has helped to reveal the fault-line spaces that shift in perspective and has thus helped me find my fit/belonging. The flipped researcher-participant roles allowed me to explain and further interrogate my own views of my role at IPRIS, as the primary participant, in relation to the secondary participants' perceptions of their roles. This research has also revealed both the positioning of the EFL educator and the space that English occupies globally, in which it has an opposing logic that sometimes results in hybridisation. The secondary participants' comments in this study reflected their perception that they needed to bring information from their prior experiences, both as educators and as people living in the world, to bear on their primary role of teaching English to Turkish students. Thus, none of the participants felt that they were enabled in their role, as all reported that they needed to add old experiences with the new in order to teach their assigned students and to navigate the terrain at IPRIS. Drawing from the definition of globalisation in the literature, I was also able to use the participants' current perceptions of the role of English as a global language to reveal their relationship to globalisation. As a result of my thesis research, I can recommend the use of analytic auto-ethnography as a form of professional development and evaluation. The degree of reflexivity involved can enable EFL educators at IPRIS and elsewhere to raise their own awareness of other people and of their institutional and cultural contexts.
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Mynott, Gwenda J. "The healthcare librarian as educator : roles and attitudes." Thesis, Aberystwyth University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442234.
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Geiger, William. "The art educator's role in technology education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009geigerw.pdf.
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Sookane, Patricia Nomasonto. "The influence of peer coaching in stimulating educators' learning in the work place / Patricia Nomasonto Sookane." Thesis, North-West University, 2006. http://hdl.handle.net/10394/2338.
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The aims of this research were to describe the role that coaching plays in the development of educators and to make recommendations for the way in which schools can make use of coaching as an educator human resource development tool at the workplace. According to the findings from the literature review, coaching plays an important role in the success of novice educators. Educators who are coached typically develop a strong self-concept, become consistent in the implementation of policies and procedures, show a greater focus on the teaching and learning purpose within the classroom and display more confidence in themselves, which increases their personal ability and selfefficacy
to help and develop learners, and thereby increasing the learners' love for learning and academic achievement. Educators who display the personal traits mentioned in the above paragraph, according to the findings from the literature study, become effective and expert educators who have something to offer to the learners and are recognized as professionals in their field. Various researchers in the reviewed literature stress the need for coaching for its inherent potential of being a panacea for educator attrition and turnover which are always the result of job dissatisfaction. The qualitative research method in the form of focus group interviews was used to elicit primary empirical data from a population sample of eighteen educator participants who were all at post level one. This educator participant population sample was engaged by the researcher on a three-day coaching session in Outcomes-Based Education and Training as a new teaching and learning system in South Africa. After this three-day coaching session, the participants were interviewed to determine the role that coaching plays in the development of educators, with a view to making recommendations for the way in which schools can make use of coaching as an educator human resource development tool at the workplace. The results of the empirical research revealed that educator participants who formed the population sample of this research experienced the three-day coaching session which the researcher conducted as follows: developmental; providing support and guidance; leading to paradigm shifts; setting aside any power differences to offer a relaxed atmosphere; and eventful.
Recommendations for educational practice and further research were made.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.
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Wallace, Rick L. "Rethinking the Role of Clergy as Consumer Health Educators." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8729.
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Wallace, Rick L., Bruce Behringer, Grace Ghansah, and Nakia J. Cook. "Rethinking the Role of Clergy as Consumer Health Educators." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8734.
Full textAbstract:
Objective: Many people in the Appalachian region turn to their churches in times of crisis. A diagnosis of cancer is seen as a personal and family crisis. The purpose of this study is to partner with a regional comprehensive cancer control coalition and an interdenominational group of religious professionals to identify, develop, and test contents for a set of classes to better prepare and educate religious leaders who regularly are required to assist their church members with a diagnosis of cancer.
Methods: This project will be done in four steps.1. identify elements of a cancer curriculum for preachers2. develop learning modules and install lessons on computer tablets3. pilot use of tablets with two clusters of two community preachers4. evaluate changes in knowledge and sense of communication with medical professionalsData will be analyzed using focus groups both before and after the use of the tablets with the community preachers.
Results: Two cohorts of eight pastors were selected from two remote rural regions. Four modules were located on iPad devices that covered various aspects of consumer health information including MedlinePlus, communication issues, and development of health information outreach as a component of ministry. Data collection and analysis is ongoing.
Conclusions: Using clergy and other nontraditional delivery venues for consumer health information is well worth pursuing.
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Wallace, Rick L. "Rethinking the Role of Clergy as Consumer Health Educators." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8735.
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Bourassa-Young, Sheilagh A. M. "The educator's role in child abuse prevention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51562.pdf.
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Boweni, Gaopotlake Puxley. "A strategy for principals to manage role conflict as experienced by male and female educators / Gaopotlake Puxley Boweni." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8653.
Full textAbstract:
The focus of this research is to develop a management strategy for school principals to assist educators deal with role conflict. Role conflict has proved to be one of the stumbling blocks towards educators’ career advancement as well as bringing and causing unnecessary tension at home.
The nature of the educators’ home and the workplace roles has changed dramatically over the years as a result of the democratic dispensation. No longer is the work of a woman solely in the home whereas the same can be said of the man, wherein he had to provide for the whole family by working alone outside of the home. The success of any home presently, depends upon the joint efforts of both partners wherein they are expected to assist each other in preparing their children to face the outside world with renowned confidence.
At work, affirmative action has proved to be the right tool in trying to strike a balance between men and women regarding occupying managerial positions. However, literature study has proved that the process is still farfetched as some women (married ones especially) prefer not to venture into those top positions due to pressure accompanying those positions. Their fear of assuming managerial positions is also fuelled by too much time they might spend at work which may negatively affect their marriage relationships.
For this study a quantitative research method was preferred. A questionnaire was developed for participants to fill in at their own time without being coerced to do so. In all of these activities that the researcher was engaged in, ethical aspects of the empirical study was followed to the latter with the anonymity of participants being a top priority.
After collecting data from participants, it was forwarded to the statistical consultation services for analysis and interpretation. Information was then obtained regarding whether a relationship of practical significant difference exists between the different biographical variables and the factors that contribute towards educators experiencing role conflict or not. Thereafter, some important findings were made from the results of the empirical study.
The findings revealed that a management strategy was developed for principals to assist educators manage role conflict. In developing a management strategy for principals, different action steps are to be taken followed by monitoring and evaluating of each to determine progress. Recommendations for educators to deal effectively with role conflict were made followed by a motivation of each.Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013
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Duffy, Richelle. "Nurse to educator? : academic roles and the formation of personal academic identities." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/337127.
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Recent research by Boyd et al (2009) and Murray (2007) designed to explore the experiences of new academics moving into higher education from vocational and professional backgrounds, indicates that the transition from clinical practice to academic roles can be challenging. Additional research by Hurst (2010) further demonstrates that despite having established successful clinical careers, clinicians often experience feelings of uncertainty and inadequacy following such a move, taking between 1.5 and 3 years to socialise into their new academic roles (Hurst, 2010). In addition, the transition of pre-registration nurse training into higher education is relatively recent, following its wholesale relocation from schools of nursing located in the National Health Service to higher education institutions in the early 1990s. This move was initiated in response to growing concerns that the traditional apprentice model of pre-registration training, with its focus on functional competency, failed to give nurses the freedom or status required for professional development (UKCC, 1986). Therefore, given the relative recency of the move and growing evidence of the difficulties experienced by health professionals, it is pertinent to examine how they have managed the transition. Therefore, the purpose of this constructivist study is to investigate the academic role of the nurse educator and its contribution to the formation of personal academic identity. Undertaken over a three year period, this study uses intensive interviews with 14 academics employed in pre-1992 and post-1992 universities. Data analysis using grounded theory techniques provides a rich and detailed picture of nurse educators' personal academic identities, juxtaposed by a number of institutional, social and professional drivers. The main findings also signify congruence with previous studies (Boyd et ai, 2009, Murray, 2007) and indicate academics experience multiple challenges when making the transition into higher education. Challenges inhibit their ability to assimilate into an academic identity and realise academic roles, a position leading respondents to express concern about the efficacy of the competency based curricula and their ability to meet the wider educational needs of pre-registration nursing. The reciprocal processes of data collection, analysis and theory generation leads to the production of a model of academic identity transformation and explicit recommendations that may be used to direct the ongoing development of nurse education.
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Guqaza, Tobana Benedicta. "The role of the Employee Assistance Programme in addressing job performance of educators." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25516.
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The study was aimed at exploring the role of the Employee Assistance Programme in addressing the job performance of educators in the Eastern Cape Department of Education as it is affected by both personal and work related challenges. Non-probability purposive sampling was used to select schools that had once utilized the EAP and had more than ten educators in their staff establishment. One school was selected from each of the 3 clusters into which the province is divided, with cluster C having two schools chosen because of its size and demographics. A focus group interview method was used to collect the data. According to the findings of this study most educators are frustrated and demoralized due to various challenges they encounter in both their personal and work lives but, what was outstanding was the fact that they were blaming the new political dispensation for the deteriorating culture of teaching and learning. Among the things they mentioned as the source of their frustration were the lack of support by both the government and the parents, lack of learner discipline and commitment, too many curriculum changes, lack of incentives and opportunities for promotion, and lack of resources. It transpired that even though they were faced with so many challenges, they had no coping mechanisms and were not aware of any EAP services available in the department. They all admitted to have been taken to team buildings when they had conflicts in their respective schools and that relationships improved after that, but were not aware that it was a service available from EAP since they were organized by their EDOs. From this study it was clear that EAP was not marketed well enough to the intended beneficiaries hence it was not fully utilized and seemed not to be playing its role in improving job performance of educators in the department. There were no differences in the views shared by participants based on school location but there were more negative emotions on the older participants compared with the younger ones. One challenge that became obvious in the execution of the EAP mandate was the absence of a specific EAP Act.Dissertation (MSocSci)--University of Pretoria, 2012.
Social Work and Criminology
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Vos, Deon. "Rolkonflik by getroude manlike opvoeders / deur Deon Vos." Thesis, North-West University, 2005. http://hdl.handle.net/10394/833.
Full textAbstract:
The purpose of this research was to determine to what degree the married male
educator experiences role conflict. The study was piloted by means of a literature
study and thereafter an empirical investigation. The purpose of the literature study
was to identify possible causes of role conflict and the empirical study was to
determine the degree of role conflict experienced by the respondents.
The problem statement and research objectives were formulated in Chapter 1. the
objective of the study was formulated and the method of research was discussed. A
study population was determined and the chapter is concluded with the chapter
division.
Chapter 2 concentrated on a few descriptions that are related to the concept "role".
The nature of the role of the man was discussed from a judicial perspective. The
chapter was concluded with the nature of the man's role in and outside the home.
The nature of the role conflict was discussed in Chapter 3. Concepts such as inter
role conflict and intra role conflict received attention. Possible factors that contribute
to the experience of role conflict in the married male educator were identified from the
literature. These factors that lead to experiencing role conflict are divided into three
categories, namely in the family, at work, and in the family and at work.
The purpose of Chapter 4 was to empirically determine whether the respondents
really experience role conflict as a result of the discussed factors and to what degree
role conflict is experienced. The research design, questionnaires as research
instrument as well as the composition in the questionnaire was discussed in this
chapter. The completed questionnaire was empirically analysed and certain
interpretations were formulated from it.
A summary of all the chapters was done in Chapter 5, findings were formulated and a
few recommendations, based on the findings, were made. The findings indicated that
role conflict is indeed experienced by the respondents and that the causes that lead
to conflict originate in the family, society and the workplace. It was also found that
practical meaningful differences exist between certain biographical data of the
respondents and single factors that lead to experiencing role conflict. Minimal sing of
these factors is a theme that can receive attention in future research.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Knowles, Magaretha Hubrecht. "A narrative analysis of educators’ lived experiences of motherhood and teaching." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25236.
Full textAbstract:
Promoting gender equality and equity remain an important goal for schools in South Africa, and strides have been made in many areas to reduce inequalities. Local and international legislative and policy frameworks create a context within which unfair discrimination can be curtailed, but these, albeit important, are not entirely sufficient, and inequities persist based on perceptions regarding motherhood and teaching. There is a need to address practices at grassroots level, where historical stereotyping and procedures have become entrenched in the system. For female teachers to experience meaningful equality, these underlying issues need to be addressed and this cannot be achieved through legislative processes. What is required is that the whole process of socialisation into sex roles needs to be addressed. This study sets out to analyse and describe the world of mother teachers, and to explore how entrenched assumptions, cultural values and beliefs impact on the meaningful construction and harmonisation of the dual role of mother and teacher. The professional woman who becomes a mother finds herself faced with the dual role of mother and professional and the result is that conflicting and complementary dimensions emerge that makes the pressure to meet all expectations overwhelming. These mother teachers consistently try to be what they think ‘others’ want them to be and, therefore, they often have not come to terms with who they are. Their life become a life to please ‘others’ and because they cannot please everybody, they experience feelings of failure. This study came to understand that the mother teachers’ will experience ambivalence and discomforts concerning their attempts to balance their personally constructed multiple roles successfully when they do not accept themselves fully as women with special talents, competencies and attributes. Supportive behaviour from the state, school principals and fathers is needed. However, mother teachers themselves are the main source for self-actualisation. Unfortunately, when mother teachers cannot accept themselves for who and what they are, no support system will be able to help them to feel successful about being both homemakers and professionals. I was interested in what each participant’s experiences of motherhood and teaching were; how she expressed herself in conveying these experiences; and consequently, the meaning she attached to her experiences. The research problem, and the nature of the information sought, suggested the use of three distinct methods, namely (1) the narrative interview; (2) reflexive journal entries; and (3) observational field notes. After these three data collection methods had been conducted, coding of the information gathered took place to facilitate analysis and interpretation. From the findings, I believe that these mother teachers will only find themselves and fulfil their place in society once they are able to redefine their own perceived role expectations of society when fulfilling personally constructed multiple role expectations.Dissertation (MEd (Educational Management, Law and Policy))--University of Pretoria, 2008.
Education Management and Policy Studies
unrestricted
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Bodin, Anne Laure J. "The role of fairies as educators : a worldwide influence to stay." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1242.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Humanities
French
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Hatcher, Dr Karmon D. "K-5 Educators' Perceptions of the Role of Speech Language Pathologists." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4291.
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Rarely is a school-based speech language pathologist (SLP) thought of as an active contributor to the achievement of students or to the learning community in general. Researchers have found benefits for students when members of the learning community collaborate, and the SLP should be a part of this community collaboration. This qualitative case study examined elementary school teachers', administrators', and reading specialists' perspectives related to knowledge of and the inclusion of the SLP in the learning community at a local elementary school in central Georgia. Schon's theory of reflective practice and Coleman's theory of social capital provided the conceptual framework. Via an open-ended questionnaire and intensive interviews, 8 educators with 3 or more years of experience in 1 of the K-5 elementary schools in this local community provided data for this study. Data were recorded, transcribed, and analyzed through inductive methods using open and axial coding with thematic analysis. The results of the study showed 4 common themes that the participants felt were important. These themes included the fact that teachers understood the SLP to be a resource, but were unsure how to access their specialty; teachers and SLPs needed allotted time to work together; teachers and SLPs needed to communicate frequently; and teachers desired more knowledge of the SLP's role in the educational setting. Important implications for social change in elementary school learning communities include increasing involvement of the SLP, promoting SLP involvement in the identification of at-risk students, increasing educator awareness of the SLP's benefit, and increasing collaboration between SLPs and educators promoted through a 3-day professional learning project.
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Laryea, Evans A. "The Role of Higher Education in Africa: a Study of the Attitude of African Educators Toward the Tananarive Recommendations." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332208/.
Full textAbstract:
This study concerns the perceptions of African educators concerning the role of higher education in Africa. The study investigates African educators' awareness, understanding, opinions, and reactions to the role of higher education as defined by the Tananarive Conference on the development of higher education in Africa. The data were collected through personal interviews with 80 educators affiliated with the universities of the English—speaking countries in Middle Africa.
The findings of the study reveal that (a) the Tananarive recommendations are still realistic and relevant to the African situation; (b) African educators agree that universities in Africa must contribute to the definition and development of African economic, social, and cultural goals; (c) African universities are judged mainly by how successfully their objectives and achievements improve society; (d) the critical problems confronting the African universities are finance, colonial origin, attachment to metropolitan models and standards, training of staff in overseas institutions, brain drain, and government interference; and (e) mutual trust and understanding of role-expectation between African governments and universities is required for universities to fulfill their developmental role in African societies.
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Russell, Heather. "Educators' perceptions of their role in promoting a positive school environment for GLBTQ students." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006russellh.pdf.
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More, Teboho Edward. "The role of the principal in educator professional development." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60964.
Full textAbstract:
The study investigated how principals discharge their responsibilities with regard to educator professional development and what factors, if any, assist or hinder principals in the execution of their responsibilities for educator professional development. The following research question informs this study: "What role do principals play in educator professional development in secondary schools in Gauteng Province?" The theoretical framework used in this study is that of human capital theory. In the words of Van Loo and Rocco (2004:99), human capital theory is "an economic approach to the evaluation of the costs and benefits of the investment in skills and knowledge", and in this regard, it implies investment in people themselves in education and training with a view to enhance economic productivity and competence, in this case, educational output.
The study followed a qualitative research design wherein data were collected through semi-structured interviews with principals and two educators in four secondary schools, two fee-paying and two no-fee paying schools, in Gauteng Province. The sampling method used was convenience sampling because of practical constraints, namely, time and costs, involved.
This study found that principals do play a role, though not appropriately, in educator professional development in secondary schools. In some schools, it was found that proper management of professional development programmes was non-existent, and this led to educators being not clearly sure of what role their principals play exactly in their professional development. Principals indicated that most professional development activities were carried out by the district offices. Some principals were not certain of what the scope of professional development entails and in this way, they were not quite sure where exactly development was required. It became evident that the Integrated Quality Management System (IQMS), as a developmental tool, was reported not to be efficiently implemented in most schools in this study, and challenges faced were also attributed to poor management of the process by the Staff Development Team (SDT), including the principals.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Needham, Seamus. "How do FET College educators explain the role and function of college occupational training units? A case study." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6844_1263519974.
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This paper documents a case study of the Innovation and Development Divisions of two public FET Colleges. The research asked the following question: &lsquo
How do FET College educators explain the role and function of college occupational training units?&rsquo
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Ogina, Teresa Auma. "Redefining the role of educators in managing the needs of orphaned learners." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05202008-174923.
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Hosack, Ian Trevelyan. "Japanese high-school English teachers' role as citizenship educators : an exploratory study." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/21018/.
Full textAbstract:
The study discussed in this thesis addressed the question of how Japanese high-school English teachers (JTEs) may play a role in citizenship education. Similar to other countries, Japan faces challenges in preparing young people for citizenship in the context of globalization and increasing cultural diversity. Previous research from several countries has suggested that foreign language teachers (FLTs) can contribute to citizenship education by teaching intercultural communication skills and nurturing positive attitudes towards diversity. It suggests they can employ materials that promote reflection on contemporary issues, and help learners develop skills for dialogue. Notwithstanding the importance of English in Japan’s high schools, there has been little or no research on JTEs’ role in citizenship education, and an opportunity exists to contribute to knowledge in the field. The study discussed in this thesis explored JTEs’ role in citizenship teaching through the perceptions of JTEs who were purposively selected for their interest in this area. A questionnaire survey gathered views of 46 JTEs on citizenship and the possibility of incorporating citizenship education into English classes. Semi-structured interviews with 14 JTEs focused on ways they say they teach for citizenship and issues they say they confront in doing so. The study suggests participants tend towards a cosmopolitan view of citizenship, seeing the need for a strong Japanese identity combined with a sense of global citizenship. They believe JTEs can promote a cosmopolitan outlook by nurturing respect for human rights and cultural diversity and raising global awareness, and tend to emphasize the knowledge and values dimensions of citizenship rather than skills. The study highlights aspects of the local teaching environment that participants perceive as affecting their ability to pursue citizenship-related aims. It suggests JTEs’ role in citizenship education may be constrained by the extent to which schools prioritize entrance exam preparation and associated grammar-translation pedagogies.
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Periah, Joseph. "The role of the school management team in educator motivation." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1476.
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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Foundations of Education at the University Of Zululand, South Africa, 2015The study dealt with the theories of motivation, causes of demotivation, the role of the school management team in educator motivation. In the study certain influential theories were briefly looked at such as the earlier theories of Maslow, McGregor and Hezberg. The empirical survey was used to gather information from educators on the following research questions: • What causes de-motivation of educators? • What is the role of the school management team in the motivation of educators? • What alternative theories, strategies and approaches can the school management team adopt to motivate educators? In the study it was found out that against the milieu in which most schools operate, there seems to be a great deal of de-motivation among educators. Educators are burdened with overload, limited resources, increased workloads, and financial constraints. The study concluded that in order for educators to perform at their best, they needed to be motivated. The responsibility lies heavily on the school management team to motivate educators. The study recommended that the school management team must provide sound visionary and creative motivational leadership in order for educators to perform.
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Jones, Christina. "The embodied and emotive role of the art gallery educator." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/56910.
Full textAbstract:
This self-study outlines the uncertainties and insecurities that art gallery and museum educators face as our roles are defined by shifting policies and mandates in education as well as within the museum. I collaborated with a classroom teacher who observed a tour I gave her grade three class. After an in depth dialogue and ongoing correspondence reflecting upon ways of engaging students, I led her class through another exhibition to see if our collaboration and dialogue shifted my thinking and practice as an art gallery educator. As I searched for a way to articulate my role, I found the roles of collaborator, audience evaluator, and emotive catalyst to be just as valuable as engaging school groups in verbal dialogue in the gallery. The dialogue that was transformative for my thinking was the one outside of the gallery with the teacher. This self-study tells the story of the shifts in my thinking and practice. I learned to hold back information rather than focus on verbal dialogue to allow students to have their own ‘emotive embodied experience’ of learning in the gallery.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Smith, Cheryl Yvette Isabel. "The role of mentoring in the professional development of educators at secondary schools." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52972.
Full textAbstract:
The study reports on an investigation into the role of mentoring in professional development and to understand how educators at secondary schools in Gauteng perceive and experience mentoring as part of their professional development. The primary research question that guided this study was to determine the role that mentoring plays in the professional development of educators. I used three sub-questions that focussed on educators perceptions and experiences of mentoring, the aspects of mentoring that contributed mostly to their professional development and the professional practice within the education sector in general.
This qualitative study used a case study approach to gather the data and was embedded in an instructional leadership theory. Interviews as well as my notes were employed as data collection methods and a thorough literature study was done. Participants consisted of principals, Heads of Departments (HoDs) and educators at two secondary schools in the Gauteng Province.
The focus of the study was the role of mentoring in professional development and the he study found that there was no clear link between professional development and mentoring at the schools. The purposively-sampled participants indicated their need for mentoring in relation to professional development. The study found a lack of a formal professional development and mentoring programme in two secondary schools in the Gauteng province, and that mentoring was not part of the professional development strategy at the schools. The absence of a formal professional development and a formal mentoring programme included the aspects of planning, time management and budgeting for the mentioned formal programmes. The literature highlights the lack of mentoring, as part of schools professional development strategies and practices. This may be the reason for the decrease in educator retention, learner achievement and effective teaching and learning.Dissertation (MEd)--University of Pretoria, 2015.
Education Management and Policy Studies
MEd
44
Du, Plessis André. "The role of the Head of Department in the professional development of educators." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43323.
Full textAbstract:
Undertaken from a distributed leadership theory perspective, this qualitative study attempts to gain understanding regarding how heads of department develop educators within the organisational context of different schools and departments. A Based on existing literature, a detailed discussion is provided on what professional development is, the conditions needed for effective professional development, professional development strategies, distributed leadership theory and the functioning of heads of department and subject departments within the current policy framework for professional development in South African Schools.
Two fee-paying and two non-fee-paying schools were selected and interviews were conducted with heads of department from single subject (unitary) and multi-subject (federal or confederate) departments in each school. The data was transcribed, coded, inductively analysed and related to the research question(s). A full description and analysis of the data is provided.
The findings confirm that with change being demanded from above and from outside schools, it cannot be ignored that heads of department are a key link between principals and the teachers in their classrooms. This supports the view that heads of department have formal responsibilities and accountabilities and that they wield a horizontal and a vertical influence. Various recommendations are made to improve professional development practice by heads of department in particular and in the education system in general.Dissertation (MEd)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
MEd
Unrestricted
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Mfenqe, Phyllis Phindiwe. "The role of principals in the induction of new educators in their schools." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/385.
Full textAbstract:
This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
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Traynor, Kevin M. "The role of teacher educators in preparing teacher candidates to partner with families." Thesis, University of Hawai'i at Manoa, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10295853.
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In recent years, there has been increased attention on teacher quality and on teacher candidate development (Cochran-Smith & Zeichner, 2005; Schuster, 2012). Demands on teachers are growing (Darling-Hammond & Bransford, 2005) with an expanding diversity and needs of students (Villegas & Lucas, 2002; Walsh, 2012). Now, more than ever, it is important to understand how candidates are prepared for the teaching profession (Ladson-Billings, 2001). This study examined one vital aspect of teacher education: the role of teacher educators in preparing candidates to partner with families. In spite of substantial evidence of a positive correlation to students’ academic success with increased partnerships between the home and school (Dearing, Kreider, Simpkins, & Weiss, 2006; Epstein & Sheldon, 2002; Henderson & Mapp, 2002; Hoover-Dempsey, Battiato, Walker, Reed, DeJong, & Jones, 2001; Jeynes, 2007), teacher candidates still lack the necessary skills to work with families (Caspe, Lopez, Chu, & Weiss, 2011). This study used critical pedagogy as a theoretical framework to investigate how teacher educators applied family-school partnership (FSP) modules into their courses. Through a qualitative phenomenological research design, interview and survey data were collected and analyzed on 11 teacher educators and 200 candidates over a two-year period of time. The constant comparative method (Merriam, 2009) was conducted to analyze multiple interviews of the teacher educators, which was triangulated (Stake, 2004) with surveys of teacher candidates. Findings indicated that (a) teacher educators’ FSP beliefs were positively influenced by piloting of FSP modules, (b) teacher educators’ locus of control affected their ability to apply FSP content into their courses, and (c) teacher candidates’ one-sided views of family-school relationships could be changed to one of “partnerships.” The implications of this research affirm the need to support teacher educators in preparing their candidates to work with families.
47
Kircher, Robert L. "Counselor educators' perceptions of the preparation of school counselors for advocacy." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/270.
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Wyatt-Ross, Janice K. "Special educator role construction within response to intervention a qualitative analysis /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1196101187.
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Thesis (Dr. of Education)--University of Cincinnati, 2007.Advisor: James W. Koschoreck. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: Response to Intervention; Special Education Teacher; Special Education Teacher Role Construction; Co-Teaching; Teacher Roles; Constructionism. Includes bibliographical references.
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Vermeulen, Karen Dina. "Educators' experiences of their role in supporting children from divorced families : a phenomenological study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49939.
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Thesis (MEdPsych)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Divorce is a common phenomenon throughout the world. According to the South African Population census in 1996 (Stats SA, 2001: 1.7) almost a tenth of the individuals that got married that year, had been separated or divorced. In the United States of America it is estimated that almost one out of every two couples eventually divorce (Dreman, 1999: 150). According to Pedro-Carroll, Sutton and Wyman (1999:467) many children may be at risk as a result of the negative consequences of marital disruption. These children challenge us, as educators, to support them in ways that will reduce risk factors and promote resilient outcomes for them. The statement by Pedro-Carroll et al. (1999:467) provides a rationale for this study, namely that children from divorced families may need support when experiencing the consequences of divorce. I argue that the school system, especially educators, play an important role in supporting children form divorced families. The school environment may serve as a source of support for children from divorced families, where educators are in a good position to be empathic to these children's problems and needs (Bray and Berger, 1992:73; Dreman, 1999:163). Therefore, I explored the phenomenon of educators' experiences of their role in supporting children from divorced families. The methods I made use of was firstly, semi-structured interviews to gain the educators' experiences individually. Two focus group sessions followed, where I also determined their experiences in a group dynamic. Through the produced and trascribed data I gained new insights into educators' experiences on this matter, by identifying themes from their experiences. One hundred and sixty one (161) themes were identified from the produced data. The findings were presented in four areas of experience, namely, educators' experiences in terms of:.the child; themselves; the school; and the parents. Some participants have experienced that generally children come across as uncertain and stressed, when their parents divorce, and that children may even feel that the divorce is his fault. It was also mentioned that children may exhibit psychosomatic symptoms due to the stress they experience. In terms of the educators' experiences of the school environment it was mentioned that the school provides structure for the children from divorced families. According to Wallerstein et al. (1980:277) the school can provide structure in a child's life at a time when the major structure of his life, the family, is crumbling. Mostly, educators have experienced that they do play an important role in supporting these children. Some even mentioned that they, as educators, have to sometimes fulfil a parental role for that child. According to Ligon and McDaniel (1970:76) educators are of inestimable help to children who bring their problems to them. I believe that the findings of this phenomenological study add credence to the research on educators as a supportive system for children from divorced families.
AFRIKAANSE OPSOMMING: Egskeiding is 'n algemene verskynsel deur die wêreld heen. Volgens die Suid- Afrikaans Populasie sensus in 1996 (Stats SA, 2001 :1.7), het ongeveer 'n tiende van die individue wat daardie jaar getroud is, geskei. In die Verenigde State van Amerika is daar beraam dat ongeveer een uit elke twee egpare uiteindelik skei (Dreman, 1999:150). Volgens Pedro-Carroll, Sutton en Wyman (1999:467) kan baie kinders moontlik onder risiko geplaas word as gevolg van die negatiewe gevolge van fn gebroke huwelik. Hierdie kinders daag ons, as opvoeders, uit om hulle op wyses te ondersteun wat risiko faktore sal verminder en veerkragtige uitkomste vir hulle sal bevorder. Die stelling gemaak deur Pedro-Carroll et al. (1999:467) voorsien die studie van fn gegronde beredenering, naamlik dat kinders van geskeide gesinne moontlik ondersteuning benodig wanneer hulle die gevolge van egskeiding ervaar. Ek beredeneer dat die skool sisteem, spesifiek onderwysers, fn belangrike rol speel in die ondersteuning van kinders uit geskeide gesinne. Die skoolomgewing kan moontlik dien as fn bron van ondersteuning vir kinders van geskeide gesinne, waar onderwysers in 'n goeie posisie is om empaties te wees teenoor hierdie kinders se probleme en behoeftes (Bray en Berger, 1992:73; Dreman, 1999:163). Vir hierdie rede het ek die fenomeen van onderwysers se ervarings van hul rol in die ondersteuning van kinders uit geskeide gesinne, ondersoek. Die metodes waarvan ek gebruik gemaak het was eerstens, semi-gestruktureerde onderhoude om die onderwysers se ervarings individueel in te win. Twee fokus groep sessies het gevolg, waarin ek ook hul ervarings bepaal het in 'n groepsdinamiek. Deur die geproduseerde en getranskribeerde data het ek tot nuwe insigte gekom rakende onderwysers se ervarings in hierdie verband, deur temas te identifiseer vanuit hulle ervarings. Een honderd een en sestig (161) temas is geïdentifiseer vanuit die geproduseerde data. Die bevindinge is voorgestel in vier areas van ervaring, naamlik, onderwysers se ervarings van: die kind; hulself; die skool; en die ouers. Sommige van die onderwysers het ervaar dat kinders oor die algemeen as onseker en gespanne voorkom wanneer hulouers skei. Die kind kan selfs voel dat die egskeiding sy skuld is. Daar is ook genoem dat kinders psigosomatiese simptome kan toon weens spanning wat hul moontlik ervaar. In terme van die onderwysers se ervarings van die skoolomgewing is genoem dat die skool struktuur voorsien aan kinders van geskeide gesinne. Volgens Wallerstein et al. (1980:277) kan die skool struktuur voorsien in 'n kind se lewe in 'n tyd waar die hoofstruktuur van sy lewe, sy gesin, verbrokkel. Die onderwysers het meestal ervaar dat hulle wel 'n belangrike rol speel in die ondersteuning van hierdie kinders. Sommige van die onderwysers het selfs genoem dat hulle somtyds 'n ouerlike rol vervul vir so 'n kind. Volgens Ligon en McDaniel (1970:76) is onderwysers van onskatbare hulp vir kinders wat hul probleme na hulle toe bring. Ek vertrou dat die bevindinge van hierdie fenomenologiese studie geloofwaardigheid byvoeg tot die navorsing van onderwysers as 'n ondersteuningsisteem vir kinders van geskeide gesinne.
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Schoepke, Bonnie. "The role of parents, educators, and counselors supporting bereaved preschoolers and elementary school children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003schoepkeb.pdf.
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