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Daye, Julie. "MTSS Implementation in High Schools: Expert and Stakeholder Perspectives". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7775.
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This dissertation addresses the perspectives of experts and school-level stakeholders on MTSS implementation in high schools. Despite evidence of MTSS implementation effectiveness in elementary and middle school settings, MTSS implementation still lags in high schools. In reviewing the literature on high school MTSS implementation, those who have worked to implement MTSS do not all do so with the same priorities and/or emphases. I collected and examined qualitative data that reflects the perspectives of experts and school-level stakeholders. Specifically, I also reviewed articles or book chapters written by some high school MTSS experts and interviewed them. I interviewed stakeholders working in high school in order to gain perspectives from individuals who are directly involved in the implementation process. I used the Generic Qualitative design in my research, and analyzed the interview data and documents by using the Inductive Analysis method. Experts and stakeholders identified essential elements that they perceived would influence high schools’ abilities to implement MTSS and impact student outcomes. They specified components that relate to the high school system and the ecology of a high school that impact MTSS implementation: components like parent involvement, the community, and the high school culture. All participants shared perspectives on high school students’ roles in the MTSS process, such as student support team involvement, providing ideas regarding interventions, and assistance with peer tutoring. Overall, experts and stakeholders agreed on many of the basic principles and components of high school MTSS (leadership, collaboration, professional development, alignment, data, decision rules); however, they emphasized different approaches for application to a high school setting, and displayed varying opinions on best practices. Some of the foci included reading interventions, behavioral supports, Tier-1 foundational instruction, and graduation goals. Implications for practice may be pulled from the perspectives shared, particularly those regarding context-specific professional development, student involvement, and the urgency of providing supports in time for high school graduation.
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Cooper, Antonio. "Stakeholder Perceptions of Factors That Limit Career and Technical Education Course Offerings". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3342.
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This study addressed the problem of the lack of Career and Technical Educational (CTE) courses offered at 3 high schools located in a rural Alabama county. Guided by Bourdieu's cultural capital theory, this study examined cultural capital in reference to the transference of knowledge that each high school in this study provides its students throughout their high school education. The research questions explored the stakeholders' perceptions of the factors that prevent the schools from offering more CTE programs and how CTE programs should be expanded in each school. A collective case study design was used for this study, with the data collected through transcribed interviews of 9 educators from the study schools and the examination of archival documents. The data were coded and categorized into a case study spreadsheet. According to the stakeholders, the major factors that prevented the schools from offering more CTE programs were lack of funding, proximity, and conflicts within the schedule. The stakeholders believed that the school system needed to create regional CTE centers that offered more courses with hands-on learning experiences that matched the students' interests. These findings led to a policy recommendation to the Board of Education to create a section under the current CTE policy which addresses program expansion. The policy recommendation and results from this study may effect positive social change by informing the creation and implementation of CTE courses that match students' interests, which may aid in those students being more college-and-career-ready upon graduation. The results from this study are also of interest to researchers examining problems in other school districts with similar deficits.
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Wernick, David A. "Secondary Stakeholders as Agents of Influence: Three Essays on Political Risk, Reputation and Multinational Performance". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/538.
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Organizational researchers have recently taken an interest in the ways in which social movements, non-governmental organizations (NGOs), and other secondary stakeholders attempt to influence corporate behavior. Scholars, however, have yet to carefully probe the link between secondary stakeholder legal action and target firm stock market performance. This is puzzling given the sharp rise in NGO-initiated civil lawsuits against corporations in recent years for alleged overseas human rights abuses and environmental misconduct. Furthermore, few studies have considered how such lawsuits impact a target firm’s intangible assets, namely its image and reputation. Structured in the form of three essays, this dissertation examined the antecedents and consequences of secondary stakeholder legal activism in both conceptual and empirical settings.
Essay One argued that conventional approaches to understanding political risk fail to account for the reputational risks to multinational enterprises (MNEs) posed by transnational networks of human rights NGOs employing litigation-based strategies. It offered a new framework for understanding this emerging challenge to multinational corporate activity. Essay Two empirically tested the relationship between the filing of human rights-related civil lawsuits and corporate stock market performance using an event study methodology and regression analysis. The statistical analysis performed showed that target firms experience a significant decline in share price upon filing and that both industry and nature of the lawsuit are significantly and negatively related to shareholder wealth. Essay Three drew upon social movement and social identity theories to develop and test a set of hypotheses on how secondary stakeholder groups select their targets for human rights-related civil lawsuits. The results of a logistic regression model offered support for the proposition that MNE targets are chosen based on both interest and identity factors. The results of these essays suggest that legal action initiated by secondary stakeholder groups is a new and salient threat to multinational business and that firms doing business in countries with weak political institutions should factor this into corporate planning and take steps to mitigate their exposure to such risks.
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Emilie, Shane Antonio. "An investigation of stakeholder participation and learning in two schools within the Seychelles Eco-School programme". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011961.
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The aim of this study was to investigate stakeholder participation and learning in the Seychelles Eco-School programme within a primary school context and a secondary school context. Findings from each Eco-School have been presented in two case studies with the goal to explore and describe how teachers, students, parents and organizations are participating and learning in the Eco-School programme. Six elements of school community were used to deepen understanding of the participatory and learning processes in each Eco-School, namely, leadership, management and administration, curriculum planning, teaching and learning, resource use and management, management of physical surrounds of the school and networks and partnerships. Some of the contextual variables in each Eco-School that were constraining and enabling stakeholder participation and learning in the programme have also been explored within this study. Data in this study was generated from historical documents analysed, semi-structured interviews, focus group discussions and field notes. Data was also generated from questionnaires completed by organizations involved in the programme at each Eco- School. Data was analysed in two phases, the first phase involved reading across data generated from the methods mentioned above to organize the data under broad themes in relation to the elements of school community. The second phase of analysis involved the use of the conceptual framework of situating learning in a community of practice to interpret and discuss the participatory and learning processes across the two cases. The study showed that in each Eco-School there is a community of practice with the active involvement of teachers and students and the occasional involvement of parents and organizations. Students and adults are learning as they engage together in classroom and field-work interactions, environmental projects, environmental activities to commemorate environmental theme days, environmental campaigns and co-curricular activities through the practices of each Eco-School community. It was also discovered that students and adults are making different contributions in the Eco-School community based on their level of participation in the programme. It is hoped that the findings in this research contribute information regarding community participation in environmental education programmes like the Seychelles Eco-School programme. In addition, findings will inform the Seychelles Government and its partners to consider the possibility of enhancing school and community partnerships to respond to some of the challenges of participation and learning in the Eco-School programme.
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Hlasko, Robert A. "Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission". University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1495804688083164.
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Paynter, Michael L. "Exploring a School Culture and Climate Where Students Can Flourish| Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School". Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635374.
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This study was a qualitative action research project that involved focus groups of key stakeholders at an alternative education high school including: students, teaching staff, classified staff, supervisors, families, and collaborative partners. A semi-structured interview guide was used to discover their perceptions of a school culture and climate where students FLOURISH. The word FLOURISH is used in this research to describe the optimal experience of thriving and growing as well as an acronym that contains the elements that a literature review found to be important for such environments serving the most vulnerable student populations. This type of research is especially important in light of the recent transformation to educational planning and finance in California called LCFF (Local Control Funding Formula) and its creation of the Local Control Accountability Plans (LCAPs) with their mandate for stakeholder input. Finally, and most importantly, emerging research shows schools that improve their culture and climate can counter the “school to prison pipeline” effect so often experienced by vulnerable youth in the alternative education system. Both systematic analysis and a constructivist approach were used in coding and memoing to track the presence of existing themes from the literature review and to capture new ones emerging from the transcripts. Leadership, systems, equity and implementation implications were explored as secondary questions. Findings included the generation of a new model, coined The 5Rs Cycle – Resources, Regulation, Relationships, Relevance & Rigor, which captured the essential elements found in the literature review along with the myriad themes produced by the focus groups.
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Rodríguez, Rodríguez Jorge Andrés. "Cooperative Relationships between Firms and Secondary Stakeholders for the Creation of Value in Sustainable Supply Chains". Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/384729.
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Els gerents s'enfronten a una pressió cada vegada més gran per reduir les emissions de gasos d'efecte hivernacle, substituir substàncies perjudicials per a la salut, millorar l'eficiència en el consum d'energia i aigua de l'empresa, millorar les condicions laborals dels seus treballadors, i contribuir amb el benestar de la societat. No obstant això, les empreses tenen poc coneixement o experiència per fer front a aquest complex fenomen. A més, gran part de la recerca en cadenes de subministrament sostenibles s'ha focalitzat en les pràctiques que fan menys insostenibles a les cadenes, en comptes de fer-les realment sostenibles. En aquest sentit, s'ha suggerit que les futures investigacions abordin com les empreses cooperen amb els seus grups d'interès i implementen innovacions sostenibles. Aquesta tesi respon a aquestes propostes i estudia com les iniciatives de col·laboració amb grups d'interès secundaris (e.g. ONG i instituts públics de recerca) creen valor en cadenes de subministrament sostenible en contextes amb poques sinergies entre les dimensions de la triple línia de resultat. La tesi ofereix dos marcs conceptuals que expliquen com les empreses i les ONG arriben a un equilibri inter-organitzacional, i com les ONG implementen programes de desenvolupament de proveïdors per reduir la pobresa dels agricultors. Addicionalment, la tesi també utilitza els avenços de la teoria dels recursos estratègics per a formular un model sobre el desenvolupament de capacitats innovadores mediambientals. Els resultats indiquen que la capacitat innovadora mediambiental és el resultat d'una seqüència de dos agrupaments. Primer, els recursos d'innovació s'agrupen per crear la capacitat d'innovació en processos. Segon, , aquesta capacitat s'estén i s'agrupa amb el coneixement obtingut a través de la cooperació amb instituts públics d'investigació i crea la capacitat d'innovació mediambiental. La tesi conclou amb recomanacions per als gerents i futures línies de recerca.Los gerentes enfrentan una presión cada vez mayor para reducir las emisiones de gases de efecto invernadero, sustituir substancias perjudiciales para la salud, mejorar la eficiencia en el consumo de energía y agua de la empresa, mejorar las condiciones laborales de sus trabajadores, y contribuir con el bienestar de la sociedad. Sin embargo, las empresas tienen poco conocimiento o experiencia para hacer frente a este fenómeno complejo. Además, gran parte de la investigación en cadenas de suministro sostenibles se ha enfocado en las prácticas que hacen menos insostenibles a las cadenas, en vez de hacerlas realmente sostenibles. En este sentido, se ha sugerido que las futuras investigaciones aborden como las empresas cooperan con sus grupos de interés e implementan innovaciones sostenibles. Esta tesis responde a estas propuestas y estudia como las iniciativas de colaboración con grupos de interés secundarios (e.g. ONG e institutos públicos de investigación) crean valor en cadenas de suministro sostenible en contextos con poca sinergias entre las dimensiones de la triple línea de resultado. La tesis ofrece dos marcos conceptuales que explican como las empresas y las ONG alcanzan un equilibrio inter-organizacional, y como las ONG implementan programas de desarrollo de proveedores para reducir la pobreza de los agricultores. Adicionalmente, la tesis también utiliza los avances de la teoría de los recursos estratégicos para formular un modelo sobre el desarrollo de capacidades innovadoras medioambientales. Los resultados indican que la capacidad innovadora medioambiental es el resultado de una secuencia de dos agrupamientos. Primero, los recursos de innovación se agrupan para crear la capacidad de innovación en procesos. Luego, esta capacidad se extiende y se agrupa con el conocimiento obtenido a través de la cooperación con institutos públicos de investigación y crea la capacidad de innovación medioambiental. La tesis concluye con recomendaciones para los gerentes y líneas futuras de investigación.
Managers face an ever increasing pressure to cut greenhouse gases emissions, substitute hazardous materials, enhance the firm’s energy efficiency, reduce firm’s water consumption, improve the labor conditions of their employees, and contribute to the welfare of general society. Yet firms have little knowledge or experience to deal with this complex phenomena. Additionally, most research in sustainable supply chain management has focused on the practices that make supply chain less unsustainable instead of truly sustainable. In this regard, it is suggested that future research should address how firms cooperate with their stakeholders and undertake sustainable innovation. This thesis answers this call and studies how cooperative initiatives with secondary stakeholders (i.e. NGOs and public research institutions) create value in SSCM in contexts with no foreseen synergies between the dimensions of the triple bottom line. The thesis provides two theoretical frameworks that explain how firms and NGOs achieve inter-organizational fit, and how NGOs implement supplier development programs to alleviate poverty. Moreover, the thesis also builds upon the advances of the resource-based view and test a model about the process of developing firm’s environmental innovativeness. The results indicate that environmental innovativeness is the result of a two-sequenced bundling. First, innovation resources are deployed into process innovativeness. Then, process innovativeness is extended and bundled with the knowledge brought in by R&D cooperation with public research institutions into environmental innovativeness. The thesis concludes with recommendations for managers and future lines of research.
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Mackley, Michael. "A clinical and ethical evaluation of secondary findings in the era of clinical whole-genome sequencing". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:aefaaed4-42e9-4313-8354-c8526491b0eb.
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With transformative initiatives like the UK's 100,000 Genomes Project underway, vast amounts of data from genome sequencing are being generated. Genomic results are being actively returned to participants, although policies around their management remain inconsistent and a subject of debate. Secondary findings (SF) have been of particular concern - variants associated with health conditions other than the indication for sequencing, which may or may not be medically actionable. I have conducted a mixed methods study to explore the current transitional period and the issue of secondary findings, and inform future management. Following a narrative review of the literature around SF in genome sequencing and a focused systematic review of primary studies on stakeholder views towards the subject (Part I), gaps in the current literature were identified. These were, chiefly: (1) the need for diverse stakeholder views based on experience making actual decisions around SF; and, (2) empirical data - phenotypic, psychological, behavioural - on actual returned SF. Thus, taking advantage of the local programme of translational genome sequencing, I conducted qualitative studies involving genomic healthcare professionals and genome sequencing participants, to explore their views towards genomic medicine and SF (Part II). Following this, I detail a case study illustrating the process and challenges of returning an SF, as well as outline a study designed to collect empirical data on actual returned SF and present preliminary data to this end (Part III). I illustrate that secondary findings will be a part of tomorrow's genomic medicine: cautious optional screening of actionable SF (including treatable conditions and carrier status information) appears favourable. However, if SF are to be a part of the genomic medicine paradigm, several barriers must be considered: insufficient connectivity between specialties, variant interpretation, clinical interpretation and management, and overpromise and expectations (including recontact in light of new information). In order to overcome these challenges, individuals in unselected populations must be prospectively phenotyped to derive more accurate estimates of population-level penetrance and better understand the full phenotypic spectrum, and we must explore the downstream impact of disclosure. As genome sequencing is mainstreamed, clear evidence-based guidelines for SF in genome sequencing will be essential if harms are to be minimised and benefits are to be maximised, both for participants and the healthcare system at large. At this point, albeit cautiously, we must 'learn by doing'.
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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.
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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
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Kornhill, Anja y Mikaela Liron-Andersson. "Fackföreningars roll i implementeringen av CSR och levnadslöner : En flerfallsstudie av svenska fackförbund och deras påverkan på multinationella företag". Thesis, Stockholms universitet, Samhällsvetenskapliga fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54747.
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Den ekonomiska globaliseringen och ökade världshandeln har lett till att multinationella företag till viss del fått ta sig an den roll som stater tidigare har haft och många företag har börjat använda sig av corporate social responsibility (CSR) som ett verktyg för detta. Frågan är om utvecklingen har gjort att andra aktörer, såsom fackföreningar, som tidigare varit en självklar aktör på den politiska arenan och en given del av den svenska företagssfären, nu kommit i skymundan. Det leder vidare till frågan om vad fackföreningar i så fall har för roll idag. Det föreligger ett gap i forskningen vad gäller fackföreningarnas roll i CSR-diskursen samt levnadslöner i utvecklingsvärlden, som kan ses som en del av CSR-konceptet. Ambitionen är att denna kvalitativa flerfallsstudie ska kunna bidra till den kunskapsbrist som tycks finnas gällande svenska fackföreningar och deras syn och roll vad gäller CSR och specifikt levnadslöner. Resultatet av studien visar att svenska fackföreningar överlag är skeptiska till CSR och att ett införande av levnadslöner är komplext. Vidare visar resultatet att det som står i vägen för levnadslöner är en svag stat och en ovilja bland företag och länder att införa konceptet. Studien avslutas med en diskussion om fackförbundens framtida roll som intressent till företagen samt vilka implikationer som föreligger i ett potentiellt införande av levnadslöner.Economic globalization and increased world trade have resulted in multinational corporations (MNCs) having to take on the role that states previously possessed and as a response many companies have started to use Corporate Social Responsibility (CSR) as a means to manage the task. The question is whether this development has put other players in the global arena aside, such as labor unions, which historically have been a given stakeholder group in the political arena as well as in the field of Swedish business. This further leads to the question of what the role of labor unions is today. There is a gap in the research regarding the role of labor unions in the CSR-discourse as well as living wages in the developing world, which can be seen as a part of the CSR-concept. Based on a qualitative study of how Swedish unions perceive CSR and in particular living wages, we aim to fill this gap. The result of the study shows that unions are skeptical towards CSR and that an implementation of living wages is complex. In addition, part of the obstacles that stands in the way of an implementation of living wages is a weak state and an unwillingness among corporations and countries to adopt the concept. The study concludes with a discussion about the future role of labor unions as a stakeholder of corporations as well as the implications that exist in a potential adoption of living wages.
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Al, Ahbabi Nafla Mahdi Nasser Mubarak. "Towards leading effective secondary schools in Abu Dhabi, UAE : stakeholders' perceptions". Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7032/.
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The modern and post-modern world has tried to attend to the factors that lead to effective schooling. The School Effectiveness (SE) movement investigates the characteristics of effective schools and how these characteristics may lead to improved pupil achievement. This study explores the characteristics of effective secondary schools in the United Arab Emirates (UAE) context, together with the effectiveness of their leaders from the perspective of these schools’ stakeholders, namely principals, teachers, students and parents. In particular, the main aims of the study are first to identify the key factors that contribute to effective schools in UAE secondary education and second to outline the strategies for improving schools and school leadership professional development requirements. The study employs a mixed-methods, sequential, exploratory strategy to understand the perceptions of UAE key education stakeholders. Firstly, 46 principals, 138 teachers, 136 parents and 142 pupils filled in questionnaires and then, for added validity and reliability, ten school principals were also interviewed in the second part of the study. What is striking about the study’s findings is that the two instruments – the survey and the interview – did not, in most cases, lead to the same homogeneous results, as the results deduced from the questionnaire did not totally corroborate those realised from the interviews. Key education stakeholders in the UAE proposed three strategies – vision, teamwork and school climate – in order to improve SE in Abu Dhabi. Induction leadership programmes, internal self-evaluation and external evaluation are not considered by the majority of principals and their subordinates to be salient and efficient strategies for improving schools. This is due, presumably, to the lack of logistical procedures and evaluation organisms in place through which schools can internally gauge their degree of effectiveness against lucid standards, indicators and benchmarks.
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Koberg, de la Cruz Esteban. "Developing sustainability in global supply chains: the role of secondary stakeholders". Doctoral thesis, Universitat Ramon Llull, 2021. http://hdl.handle.net/10803/672393.
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Desenvolupar sostenibilitat en les cadenes de subministrament és una preocupació urgent per a les empreses. Per abordar aquestes preocupacions, les empreses compradores freqüentment implementen la gestió sostenible de la cadena de subministrament a través de l'avaluació i la col·laboració amb els seus proveïdors. No obstant això, l'efectivitat de l'avaluació i col·laboració amb proveïdors per millorar els resultats ambientals i socials en cadenes de subministrament globals caracteritzades per una gran distància geogràfica entre compradors i proveïdors, es troba qüestionada. L'evidència anecdòtica i la investigació recent suggereixen que públics d'interès secundaris com les ONG o les associacions comercials, que tradicionalment no es consideren part de la cadena de subministrament, poden ajudar a les empreses compradores a desenvolupar la sostenibilitat en les seves cadenes de subministrament globals. El propòsit d'aquesta investigació va ser explorar el desenvolupament de la sostenibilitat en cadenes de subministrament globals. Per aconseguir aquest objectiu, en primer lloc es va dur a terme una revisió sistemàtica de la literatura centrada en els principals elements estructurals i relacionals que caracteritzen la gestió sostenible de la cadena de subministrament en cadenes de subministrament globals. Els resultats de la revisió sistemàtica indiquen que es requereix més investigació pel que fa a la distància geogràfica i als públics d'interès secundaris. A partir d'aquests resultats, es va dur a terme una anàlisi estadística de dades secundàries de 186 empreses certificades com B Corporation per examinar la relació entre la distància geogràfica, col·laboració d'empreses compradores amb públics d'interès secundaris, i l'adopció per part de l'empresa compradora d'avaluació i col·laboració amb proveïdors. Els resultats mostren que l'adopció per part de l'empresa compradora d'avaluació i col·laboració amb proveïdors és major quan més gran és la distància geogràfica, i que la participació de públics d'interès secundaris modera negativament aquesta relació. Posteriorment, per tal d'explorar el rol dels públics d'interès secundaris amb més profunditat, es va dur a terme una investigació qualitativa basada en un estudi de cas de la cadena de subministrament de la banana fresca a Costa Rica. Els resultats revelen que els públics d'interès secundaris exerceixen rols específics i operen simultàniament per desenvolupar la sostenibilitat en una cadena de subministrament global. Aquesta investigació contribueix a estendre la literatura sobre la gestió sostenible de cadenes de subministrament al destacar el paper dels públics d'interès secundaris per desenvolupar la sostenibilitat en les cadenes de subministrament globals. La investigació també té implicacions per a gerents i legisladors.Desarrollar sostenibilidad en las cadenas de suministro es una preocupación urgente para las empresas. Para abordar estas preocupaciones, las empresas compradoras frecuentemente implementan la gestión sostenible de la cadena de suministro a través de la evaluación y la colaboración con sus proveedores. Sin embargo, la efectividad de la evaluación y colaboración con proveedores para mejorar los resultados ambientales y sociales en cadenas de suministro globales caracterizadas por una gran distancia geográfica entre compradores y proveedores, se encuentra cuestionada. La evidencia anecdótica y la investigación reciente sugieren que públicos de interés secundarios como las ONG o las asociaciones comerciales, que tradicionalmente no se consideran parte de la cadena de suministro, pueden ayudar a las empresas compradoras a desarrollar la sostenibilidad en sus cadenas de suministro globales. El propósito de esta investigación fue explorar el desarrollo de la sostenibilidad en cadenas de suministro globales. Para lograr este objetivo, en primer lugar se llevó a cabo una revisión sistemática de la literatura centrada en los principales elementos estructurales y relacionales que caracterizan la gestión sostenible de la cadena de suministro en cadenas de suministro globales. Los resultados de la revisión sistemática revelan que se requiere mayor investigación respecto a la distancia geográfica y los públicos de interés secundarios. A partir de estos resultados, se llevó a cabo un análisis estadístico de datos secundarios de 186 empresas certificadas como B Corporation para examinar la relación entre la distancia geográfica, colaboración de empresas compradoras con públicos de interés secundarios, y la adopción por parte de la empresa compradora de evaluación y colaboración con proveedores. Los resultados sugieren que la adopción por parte de la empresa compradora de evaluación y colaboración con proveedores es mayor en presencia de mayor distancia geográfica, y que la participación de públicos de interés secundarios modera negativamente esta relación. Con el fin de explorar el rol de los públicos de interés secundarios con mayor profundidad, posteriormente se llevó a cabo una investigación cualitativa basada en un estudio de caso de la cadena de suministro de banano fresco en Costa Rica. Los resultados indican que los públicos de interés secundarios desempeñan roles específicos y operan simultáneamente para desarrollar la sostenibilidad en una cadena de suministro global. Esta investigación contribuye a extender la literatura sobre la gestión sostenible de cadenas de suministro al destacar el papel de los públicos de interés secundarios para desarrollar la sostenibilidad en las cadenas de suministro globales. La investigación también tiene implicaciones para gerentes y legisladores.
Developing sustainability in supply chains is a pressing concern for businesses. To address such concerns buyer firms frequently adopt sustainable supply chain management (SSCM) based on supplier assessment and supplier collaboration. The effectiveness of supplier assessment and supplier collaboration for improving environmental and social outcomes in global supply chains characterized by high geographic distance between buyers and suppliers, however, is increasingly debated. Anecdotal evidence and recent research suggest that secondary stakeholders that are not traditionally considered part of the supply chain, such as NGOs or trade associations, can aid buyer efforts to develop sustainability in their global supply chains (GSCs). The purpose of this research was to explore the development of sustainability in GSCs. To achieve the research goal a systematic literature review focused on the main structural and relational elements that characterize SSCM in GSCs was conducted first. The results of the systematic review suggest that further analysis of geographical distance and of the role of secondary stakeholders is needed for understanding how sustainability can be developed in GSCs. Building on these results, statistical analysis of secondary data from 186 certified B Corporations was then carried out to examine the relationship between geographical distance, secondary stakeholder engagement, and buyer firm adoption of supplier assessment and collaboration for sustainability. Results suggest that buyer adoption of supplier assessment and collaboration is greater in presence of geographic distance, and that secondary stakeholder engagement negatively moderates this relationship. Qualitative research based on a case study of the fresh banana supply chain in Costa Rica was then conducted to explore the role of secondary stakeholders in greater depth. Results suggest that secondary stakeholders play specific roles and operate simultaneously for developing sustainability in the upstream part of the GSC. This research contributes to extending the SSCM literature by highlighting the role of secondary stakeholders for developing sustainability in global supply chains. The research also has implications for managers and policymakers.
13
Fincham, David William. "Personal, social, health and citizenship education in Catholic secondary schools : stakeholders' views". Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/2242/.
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Zhang, Jane J. "Social audit in secondary heath care : an empirical investigation of stakeholders' perceptions". Thesis, Glasgow Caledonian University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443237.
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Topnaar, P. E. "Stakeholders' perceptions of the cluster system in a secondary school in Rundu, Namibia". Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1004516.
Texto completoResumen
Since independence in 1990, various efforts have been made to improve the quality and management of Namibian schools, including the Basic Education Project (BEP-Project). In collaboration with the Geselschaft fur Technische Zusammenarbeit (GTZ), the BEP-Project has supported the implementation of important Government programs, such as Lower Primary reform and the cluster system. In 1995 the BEP-Project began to address educational needs in the Rundu education region. It was believed that Rundu had in the past been the most neglected region, especially with regard to education. The school cluster system was devised to facilitate new ways of education service delivery and to address the question of improving education standards. The purpose of this research is to answer the question: "How do the management and staff of a secondary school in the Rundu region of education experience a school cluster system?" To this end, the research seeks to determine what potential the cluster system holds and how that may be realised, and to also establish whether there is any evidence of change in management practices. A case study method has been employed to gain insight into the cluster system as a management tool. Ten respondents, all of whom have been employed at the school in question for a considerable period of time, were interviewed before and after the implementation of the cluster system. The research disclosed that disparities and tension in the school were legacies of the colonial education system, but that the cluster system had bridged the gap and enhanced uniformity and cooperation. Sharing of ideas on educational issues and constant interaction created a conducive environment for academic performance. The case study further disclosed that parental involvement in decision making is still a course for concern and that the cluster system has not yet addressed this issue. The study has shown that decentralisation has taken place and that rural schools are no longer operating in isolation. A lack of innovative ideas has hampered training as a cluster activity. From the research, it is evident that schools have previously operated on an individual basis, but that the cluster system has created the opportunity for schools to interact on a regular basis. This study is timely and of national importance. I anticipate that this study will be of use to policy makers in making decisions for the future development of the cluster system.
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Olusegun, Rachael Adebola. "Managing family-school partnerships in Gauteng secondary township schools". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80499.
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This study aimed to investigate how township secondary schools manage the family-school partnership for purposes of enhancing the quality of teaching and learning in township schools. A literature search on related subjects was followed by an empirical study to address the study aim. A qualitative research approach, adopting a case study design, was used to investigate the perspectives and experiences of stakeholders in this key partnership (principals, teachers, and parents) and to examine the strategies the schools employed to manage it, the challenges they encountered in the process and the solutions they employed. Two principals, two deputy principals, seven parents and ten teachers from two township secondary schools in the Tshwane West District (Gauteng Department of Education (GDE)) took part in the research process. The study findings indicate that, despite the disadvantaged circumstances of township schools, it was possible to effectively manage successful family-school partnerships in these schools, provided that all major stakeholders (principals, teachers, and parents) were committed to the process. The study furthermore shows that an effective family-school partnership in township secondary schools depended largely on the ability of the school management team to create and facilitate initiatives that promote effective family-school partnerships. It was, however, also evident from the study findings that even the commitment of all stakeholders to the family-school partnership could not always overcome the challenges posed to an effective partnership. Pro-active engagement by the stakeholders was encouraged to overcome the problems that challenged the family-school partnership. Since lack of cooperation from parents appeared to be main cause of these challenges, it was imperative for the schools to find more creative ways of attracting parents to the school environment. Schools need to collaborate with those parents who are already actively involved and brainstorm with them on strategies for reaching non-involved parents and drawing them into the partnership too. Schools should also consider organising platforms to educate parents on rules of engagement with the school over their children. The findings of my study further revealed a lack of formal policy on the partnership between school and family. Education policymakers therefore need to consider the formulation of a clear policy on the family-school partnership that will serve as a toolkit for schools in their engagement with families about the education of their children. Moreover, since I found that most parents were unable to assist their children with schoolwork at home, due to the ambiguity of the curriculum. Policymakers should consider introducing a curriculum handbook for parents on each subject and design it in such a simplified format that any average parent can relate with the content.Dissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted
17
Mahlambeni, Ntombikayise Sylvia. "School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools". Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006236.
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Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
18
Dlamini, Mandlenkhosi Nhlanhla. "Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland". Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60993.
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Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning.Thesis (PhD)--University of Pretoria, 2016.
Humanities Education
PhD
Unrestricted
19
Mankins, Jennifer Kate. "Stakeholders' Perceptions on Mandated Student Retention in Early Childhood". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4230.
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Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was to examine the perceptions of stakeholders who had experienced implementation of mandated student retention in early childhood. The study is informed by Bourdieu's cultural capital theory of social distinctions, Bloom's taxonomy theory, and Festinger's social comparison theory. Seventeen participants, including 2 parents, 8 teachers, and 7 administrators, took part in face-to-face interviews and focus groups to provide data on 3rd graders in 4 schools in an Oklahoma district. Responses from interviews and focus groups were audiorecorded, transcribed, and coded for themes. Nine themes emerged from data analysis. These themes reflected participants' concern for the potential damage to students' self-esteem, an increase in dropout rates, and that the 3rd grade is too late for retention. On the positive side, participants indicated mandatory retention permitted retention that had been previously refused, and provides time for maturity, as well as the opportunity for success for struggling students. However, study participants also opined that mandatory retention created new challenges for students, teachers, and schools. Findings guided the development of a policy recommendation to create social change within the participating district, empowering educators to help parents better understand this law and prepare their children for the 3rd grade assessment by outlining a plan for early identification and creating programs for struggling students.
20
Lombo, Mzimkhulu Solomon. "Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1015541.
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The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.
21
Oyewole, Abi'odun Oyelola. "An exploratory study of stakeholders' views and the context realities of implementing student-centred instruction within secondary schools in Nigeria". Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730857.
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Kipling, Rachel. "What are the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with an ASD?" Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019881/.
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The research question addressed by the study is; "What are the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with an Autistic Spectrum Disorder (ASD)?" The pupils were identified as meeting the focus Local Authority criteria for admission to a specialist provision for ASD, six pupils in total. All pupils were in Year 6 at the start of the study, May 2008, and moved to secondary phase schooling in September 2008. All had a Statement of Special Educational Need (under section 324 of the Education Act 1996). Three pupils transferred to the specialist ASD provision, two transferred to a Special Educational Needs (SEN) provision and one transferred to a school with no specialist provision. Qualitative methodology was used to collect views and experiences during transition: semi-structured interviews with parents and pupils, focus groups with school staff. A visual framework using symbols (Talking Mats) supported the difficulties pupils had with social communication during their interviews. Data was collected at two time points, in the summer of 2008 prior to the pupil's transition and again in the winter of 2008 following their first term at secondary school. All interviews were recorded and transcribed. Data was analysed using a form of thematic analysis to elicit common categories and themes. Seven themes emerged at Time 1 and a further six at Time 2. Two key points were identified: 1. five pupils transferring to mainstream schools where additional support was provided appeared to have a more positive transition experience than the pupil transferring to a school with no additional support 2. The findings from the study relating to areas of concern and difficulty during transition for pupils with an ASD were consistent with those reported in the transition literature relating to typical pupils and those with other Special Educational Needs.
23
Obi, Uloma Nkpurunma. "Stakeholders' participation in curriculum development in four secondary schools in Fort Beaufort education district, Eastern cape province: towards a participatory curriculum model". Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5840.
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The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.
24
Hardaway, Tawanda. "Stakeholders' Perceptions of Charter Schools in a Large School District in Georgia". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5085.
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Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.
25
Mzee, Abdulhamid Yahya. "Effective school leadership and head teachers' professional learning in Zanzibar secondary schools : a mixed-method exploratory study of the perceptions of key education stakeholders". Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/a7f4d037-eff1-4218-9563-4a1a3e763d5e.
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Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students". UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.
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This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.
27
Annor, Grace. "Exploration of the Organizational Culture of Selected Ghanaian High Schools". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459503954.
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Resl, Jan. "Řízení rizik ve stavebním podniku". Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2014. http://www.nusl.cz/ntk/nusl-226813.
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The aim of the thesis is to analyse issues of risk management in a construction company, especially in the context of construction contracts implementation. The first part is devoted to applied terminology and interpretation of relevant terms, followed by a classification of risks from different perspectives, including the risks’ possible further sub classification. Furthermore, significant risk resources and construction participants who might be affected by the risks are presented. The third chapter deals with risk management; individual phases of this complex process are described herein, including their correct sequences, as well as a selection of methods and techniques that are standardly used in risk management. The last, fourth chapter summarises the problems of risk management on a practical example, where a construction company implements a construction contract by applying selected risk management methodologies.
29
Neville, François. "Essays on the Role and Influence of Top Managers on Firm Interactions With Secondary Stakeholders". 2016. http://scholarworks.gsu.edu/managerialsci_diss/28.
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Firm behavior and performance has become increasingly susceptible to the influence of secondary stakeholders—namely community activists, advocacy groups, religious organizations, and other non-governmental organizations that often represent a broader social movement. Despite recent suggestions that secondary stakeholder demands trigger an important two-sided interactive process between secondary stakeholders and their targeted firms, little theoretical or empirical attention has been placed on firm-sided factors that influence the dynamics and outcomes of these interactions, especially the role and influence of the firm’s top managers during these interactions. In this three-essay dissertation, I theorize about and examine the influential role that the firm’s top managers expectedly occupy within the interactions that occur between secondary stakeholders and the firms that are the targets of their demands. My dissertation contributes to advancing strategic management and organization research by (1) examining influential managerial attributes that influence their firm’s responsiveness toward secondary stakeholder activism, and (2) examining certain important consequences of managerial responses for secondary stakeholder behavior and the targeted firm.
30
Mchunu, Hamilton Themba. "Stakeholder involvement by the school management teams in managing change : a case study in selected Kwamashu secondary schools". Diss., 2010. http://hdl.handle.net/10500/4142.
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Mgomezulu, Victor Yobe. "Stakeholder involvement in strategic planning: a strategy to mitigate the effects of HIV and AIDS on secondary education in Botswana". Thesis, 2007. http://hdl.handle.net/10500/606.
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Stakeholder involvement in strategic planning: a strategy to mitigate the effects of HIV and AIDS on secondary education in Botswana.
This study explores the involvement of stakeholders in strategic planning to mitigate the effect of HIV and AIDS in secondary education in Botswana. The prevalence of HIV and AIDS-related illness and deaths is high in Botswana and affects both teachers and learners. Education provision has been affected through increased mortality and morbidity and increased absenteeism which affect education-related personnel and the demand for education has been reduced due to growing numbers of orphaned and vulnerable children as a consequence of parent/guardian mortality and morbidity related to HIV and AIDS. The problem was investigated by means of a literature review and an empirical inquiry which combined quantitative and qualitative data collection. Based on the findings, in addition to medical and other interventions, an education management approach is required to mitigate the effects of HIV and AIDS on secondary education in Botswana. The strategies of coping, caring and preventing have been effective in this regard. Some internal stakeholders of the Department of Secondary Education (DSE) are not meaningfully involved in strategic planning. Similarly, most of the selected external stakeholders were not involved in the DSE HIV and AIDS strategic plan. Both external and internal stakeholders should be involved at all stages of planning. Furthermore, inducement-contribution exchanges and teacher credibility should be considered in a strategic plan. To improve the current DSE strategic plan, a stakeholder involvement model to involve internal and external stakeholders was designed. Based on this model and the above findings, recommendations for practice and suggestions for future research are made.Educational Studies
D.Ed.(Educational Management)
32
Magwa, Simuforosa. "Child sexual abuse by teachers in secondary schools in the Masvingo District, Zimbabwe : perceptions of selected stakeholders". Thesis, 2015. http://hdl.handle.net/10500/20086.
Texto completoResumen
Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study.
The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories.
The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented.
In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed.Psychology of Education
D. Ed. (Psychology of Education)
33
Simuforosa, Magwa. "Child sexual abuse by teachers in secondary schools in the Masvingo District, Zimbabwe : perceptions of selected stakeholders". Thesis, 2015. http://hdl.handle.net/10500/20086.
Texto completoResumen
Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study.
The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories.
The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented.
In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed.Psychology of Education
D. Ed. (Psychology of Education)
34
Simelane, Sisana Gladys. "Stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools". Thesis, 2017. http://hdl.handle.net/10500/23200.
Texto completoResumen
Ongoing public concern has been expressed concerning the improvement of academic performance of learners in selected Bushbuckridge rural schools, South Africa. Statistics gathered since 2008 demonstrate that the overall performance of secondary schools in the Grade 12 examinations in this region has been consistently poor. This study focused on the stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools. Lack of learner discipline in this region prompted this investigation. The general aim of the study was to understand manifestations of indiscipline in relation to learner performance in selected Bushbuckridge rural schools. The study used qualitative research methods and the sample comprised four secondary schools selected by purposive sampling. Individual structured interviews and focus group interviews were used to gather data. In each school, one school management team (SMT) and three educators participated in individual interviews, while four learners participated in focus group interviews. The findings indicated that schools which yielded poor academic performance were faced with learners’ disciplinary problems, which manifested in poor class attendance, late coming, persistent class disruptions, learners’ retaliation when disciplined by educators, alcohol and drug abuse, mocking and ignoring educators and plagiarism. Educators in school C and D lacked a disciplinary mechanism to enforce discipline in their classes since corporal punishment was abolished, hence the poor academic performance of learners. The implementation of the Integrated Quality Management Systems (IQMS), a departmental strategy aimed at developing educators in order to equip them with all the necessary skills to ensure the success of their schools which is measured against the academic achievement of the learners, had predominantly failed in schools to reach its goal. Educators mainly relied on parental support to deal with serious learner offences but this strategy was largely inadequate. The conceptual framework, ‘putting a plan into practice’, was used to explain the importance of learner discipline for the betterment of academic performance by expounding the five pillars that can be used to attain quality schools. These pillars, if put into practice, create an organizational climate which provides both educators and learners with an opportunity to function as partners in defining and creating success in schools.Educational Studies
D. Ed.
35
Afework, Tadesse Hailu. "Challenges and opportunities of using a distributive approach in instructional leadership : a case study in secondary schools in the Haramaya district of Ethiopia". Thesis, 2020. http://hdl.handle.net/10500/26575.
Texto completoResumen
This thesis draws on a case study research method conducted to identify the challenges of school leadership and to investigate the opportunities of instructional leadership practices via a distributive approach for secondary school principals in Haramaya District of Oromia region, Ethiopia. This qualitative research approach allows for obtaining detailed information from the participants for the issue under study. The participants of the study were five secondary school principals, 25 secondary school management members and five Haramaya District Education Office experts. Totally 35 participants were the subjects of the study. The data collected from the participants were analysed using a thematic analysis by employing the necessary steps of qualitative data analysis. Therefore, the study identified that school principals do not give equal emphasis for some of the instructional leadership roles and distribute instructional leadership roles based on a traditional ways rather than using a theme approach. The support provided to school principals from stakeholders to strengthen their instructional leadership practices using a distributive approach is also low. In addition, lack of knowledge and skill of principals to understand the recent school leadership theories and a distributive approach make principals not to practice instructional leadership via a distributive approach effectively and efficiently. Moreover, low commitment of stakeholders to take instructional leadership roles and activities, lack of adequate support from stakeholders to principals and lack of instructional materials and qualified personnel were the major challenges of principals in practicing instructional leadership via a distributive approach. Finally, the researcher recommended that school principals, Haramaya District Education Office and East Hararghe Zone Education Desk should work collaboratively to formulate and communicate a school vision, to use technology for assisting learning and strengthen CPD programme based on need assessment. Moreover, school principals should work on the approach of distributive leadership on a team base to use the various knowledge, skill, expertise and experience of stakeholders. Teachers, students, parents, community, educational authorities at different levels, GO and NGOs should distribute instructional leadership roles and activities to support principals. Haramaya District Education Office and East Hararghe Zone Education Desk in collaboration with NGOs should prepare up-to-date training and strengthen school-community relationships.Educational Management and Leadership
D. Ed. (Education Management)
36
Badugela, Thivhavhudzi Muriel. "Problems facing educators in implementing the National Curriculum Statement : the case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa". Diss., 2012. http://hdl.handle.net/10500/7642.
Texto completoResumen
The implementation of the National Curriculum Statement was problematic to the culture of teaching and learning in various South African schools. If challenges experienced by educators, such as inadequate resources, financial constraints and lack of training, are not addressed, this will have far-reaching consequences not only for our education system but also for the type of skilled learners that will be produced and for the economic growth of the country. This qualitative investigation was conducted in a single school in Limpopo Province with the aim of finding out which challenges the implementation of the NCS presents to FET educators. The sample consisted of educators and learners from grades ten to twelve as well as members of the SGB, SMT and district education officers. Data were collected through questionnaires and interviews. It was found that the implementation of the National Curriculum Statement was problematic and far from satisfactory. The study highlights the need for the Department of Education to prioritise educational resources for schools and educator training in curriculum implementation.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
37
Mudzingwa, Kudzayiishe. "Perceptions of stakeholders on management development programmes for beginning secondary school heads in Zimbabwe". Thesis, 2018. http://hdl.handle.net/10500/25462.
Texto completoResumen
Text in English, abstract in English, Zulu and SepediThe education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders regarding management development programmes (MDPs) for beginning secondary school heads (BSSHs). The study employed the descriptive case study approach based on a qualitative research design. A total of 28 participants were initially selected for the study but only 27 took part. The participants comprised five BSSHs, five practising secondary school heads, four deputy heads and 10 senior teachers who were drawn from 10 selected secondary schools in Zaka district. Three school inspectors from the district education office in Zaka district also took part. The participants were purposively sampled using the maximum variation sampling approach to account for the differences of their professional categories. Individual semi-structured interviews were used to collect data from the BSSHs, practising secondary school heads and school inspectors, while focus group interviews were used to collect data from deputy heads and senior teachers. A review of relevant documentary sources such as vacancy announcement circulars, the Civil Service Commission (CSC) training and development policy and policy circulars from the Ministry of Primary and Secondary Education (MoPSE) was also undertaken. The findings indicated that there was a need for a management development programme that would equip newly promoted school heads with the relevant technical skills and competencies that would enable them to provide sound leadership to schools. The study established that BSSHs required knowledge and skills in financial management, instructional leadership, general administration, ICT, policy issues, human resources management, community relations, documentation and asset management.
Uhlelo lwezemfundo eZimbabwe seluhlangabenzane nezinkinga ezinkulu ezimayelana nezinguquko kwezemfundo kanye noshintsho kwezobuchwepheshe kusukela kuyisigamu sokugcina sekhulu leminyaka engama-20. Lezi zinguquko ziholele ekwandisweni okuphawulekayo kwemisebenzi kanye nezibopho okumele othishanhloko ezikolweni bayifeze. Ngaphandle kwalezinguquko, akukaze kwabakhona uhlelo lokuqeqesha olunzulu olulungiselela othishanhloko abasanda kuthola izikhundla ezintsha kulomsebenzi onzima wokuhola eZimbabwe. Isifundo sizohlola sibheke imibono yamadlelandawonye mayelana neZinhlelo Zokuthuthukisa Ukuphatha kwalabothishanhloko bezikole zamabanga aphezulu abasafufuza. Isifundo sizosebenzisa ucwaningo lwesifundo esichazayo olwakhelwe phezulu kocwaningo lokuklama oluphathelene nesimo. Kuye kwakhethwa abantu abangamashumi amabili nesishiyagalombili (28) kodwa babe ngamashumi amabili nesikhombisa (27) kuphela abaye babamba iqhaza. Abantu ababambe iqhaza behlise obekuhloswe ngalabothishanhloko abahlanu (5) bezikole zamabanga aphezulu abasafufuza, othishanhloko abahlanu (5) asebekhona kulo mkhakha emabangeni aphezulu, amaphini kathishanhloko yesikole amane (4), othisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu abayishumi (10) abakhethwe ezikolweni zamabanga aphezulu kuyisifunda sakwaZaka. Abahloli bezikole abathathu ababuya kuyisifunda somnyango wezemfundo kuso isifunda sakwaZaka nabo babamba iqhaza. Abantu ababambe iqhaza basampulwe ngenhloso ethile lapho kusetshenziswe indlela ephezulu yokuhluka kwesampuli ukuze kuphendulwe ngokuhluka ngokwezigaba zabo zemfundo. Izinhlolokhono ezihleliwe zomuntu ngamunye ziye zasetshenziswa ukuqoqa ulwazi kothishanhloko bezikole bamabanga aphezulu abasafufuza, othishanhloko asebekhona kulo mkhakha emabangeni aphezulu kanye nabahloli bezikole kwase kuthi izinhlolokhono zamaqembu zasetshenziselwa ukuqoqa ulwazi kumaphini onhloko bezikole nakothisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu. Kuye kwabuyekezwa imibhalo yamaphepha efanele efana namasekhula amemezela izikhala zomsebenzi, iKhomishani Yomsebenzi Womphakathi yokuqeqeshwa nenqubomgomo yokuthuthukiswa kanye nenqubomgomo yamasekhula asuka kuNgqongqoshe weMfundo yamabanga Aphansi nawaPhezulu. Kuye kwatholakala ukuthi kunesidingo sezinhlelo zokuthuthukisa ukuphatha ezizohlomisa othishanhloko abasandukunyuselwa kulezi zikhundla ngamakhono afanele ezobuchwepheshe anamandla azobasiza ukuba babengabaholi abaqotho ezikolweni. Isifundo siye sathola ukuthi othishanhloko bezikole bamabanga aphezulu abasafufuza badinga ulwazi namakhono ngokuphathwa kwezimali, ubuholi obuqotho bokufundisa, ukuphathwa kwamabhuku jikelele, Ulwazi Lwezobuchwepheshe Kwezokuxhumana (ICT), okuphathelene nengqubomgomo, ukuphathwa kwabantu, ubudlelwano nomphakathi, kanye nokuphathwa kwemibhalo nempahla.
Peakanyo ya thuto go la Zimbabwe e itemogetše dimpshafatšo tša thuto le diphetogo tša theknolotši tše di fapanego go tloga nakong ya seripagare sa mafelelo sa ngwagakgolo wa bo20. Diphetogo tše di hlotše koketšo ye kgolo ya ditshwanelo le boikarabelo tšeo dihlogo tša dikolo di letelwago go di phethagatša dikolong. Ka ntle ga diphetogo tše, go bile le lenaneo la tlhahlo leo le feleletšego leo le diretšwego go beakanyetša dihlogo tša dikolo tše mpsha tšeo di sa tšogo godišwa go tlo lebana le modiro wo o tšhošago wa boetapele bja dikolo ka Zimbabwe. Thutelo e nyaka go hlahloba dikgopolo tša batho bao ba nago le dikgahlego malebana le mananeo a tlhabollo ya bolaodi (diMDP) a dihlogo tša dikolo tša sekontari tše di thomago (diBSSH). Thutelo e latetše mokgwatebelelo wa ditlhalošo wa nyakišišo ye e dirilwego ka ga tiragalo wo o theilwego go tlhako ya nyakišišo ka go utolla mokgwa wa bophelo bja setšhaba se itšeng. Palomoka ya batšeakarolo ba 28 e kgethilwe pele go thutelo eupša ba 27 ba tšere karolo. Batšeakarolo e be e le diBSSH tše tlhano, dihlogo tša dikolo tša sekontari tše tlhano tšeo di lego modirong, bathušahlogo ba bane le barutišibagolo ba 10 bao ba tšerwego dikolong tša sekontari tšeo di kgethilwego seleteng sa Zaka. Bahlahlobi ba dikolo ba bararo go tšwa ofising ya selete ya thuto ka seleteng sa Zaka le bona ba tšere karolo. Batšeakarolo ba kgethilwe ka maikemišetšo bjalo ka disampolo ka go diriša mokgwatebelelo wa maksimamo wa go tšea disampolo ka go fapana go hlaloša lebaka la diphapang ka go magoro a bona a diprofešene. Ditherišano tša motho a nnoši tša dipotšišo tšeo di sa latelego lenaneo leo le itšeng di dirišitšwe go kgoboketša datha go tšwa go diBSSH, dihlogo tša dikolo tša sekontari tšeo di lego mošomong le bahlahlobi ba dikolo, mola ditherišano tša dihlopha tšeo di nepišitšwego di dirišitšwe go kgoboketša datha ye e hweditšwego go batlatšadihlogo le barutišibagolo. Tekolo ya methopo ya maleba ya kanegelo ya ditiragalo go swana le mangwalophatlalatšwa, molaotshepetšo wa tlhahlo le tlhabollo wa Khomišene ya Mešomo ya Mmušo (CSC) le mangwalophatlalatšwa a melaotshepetšo go tšwa go Kgoro ya tona ya Thuto ya Praemari le Sekontari (MoPSE) le yona e phathagaditšwe. Dikhwetšo di šupile gore go bile le tlhokego ya lenaneo la tlhabollo ya bolaodi leo le tlo fago dihlogo tše mpsha tšeo di sa tšwago go godišwa mabokgoni le botsebi tša sethekniki tša maleba tšeo di tlo ba kgontšhago go phethagatša boetapele bjo bo kwagalago bja dikolong. Thutelo e utollotše gore diBSSH di be di nyaka tsebo le mabokgoni tšeo di nyakegago go bolaodi bja matšeleng, boetapele go tša dithuto,
Educational Leadership and Management
D. Phil. (Education Management)
38
魏振煇. "A study of Policy-stakeholders based Performance Evaluation of Primary and Secondary School Teachers'''''''' Act". Thesis, 1999. http://ndltd.ncl.edu.tw/handle/97471375858114599157.
Texto completoResumen
碩士東海大學
公共行政學系
87
Abstract This thesis attempts to assess the outcomes of Primary and Secondary School Teachers'''''''' Act(PSSTA). Approaching this subject from the perspective of policy-stakeholders based performance evaluation as a newly emerging discipline,the author concludes teachers and educational officials as research samples. Three performance indicators are described, response, equity, effectiveness, and efficiency, to evaluate the outcomes and effects of PSSTA. By employing the qualitative method, such as participant observation, depth interview, etc., the author constructs lists of questionnaire. Six parts are divided in this thesis:(1) An analysis of performance evaluation, (2) A description of background and outcomes of PSSTA, (3) a systematic evaluation of PSSTA based upon the performance indicators, and (4) a suggestion of policy recommendation for amending PSSTA.
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Makwakwa, Mafemani Norman. "Experiences of school stakeholders regarding secondary school leadership in schools found in Soutpansberg East Circuit, Limpopo province". Diss., 2017. http://uir.unisa.ac.za/handle/10500/25668.
Texto completoResumen
This study sought to explore perspectives and experiences of leaders of secondary schools’ stakeholders on leadership. The experiences of parents and learners who are not necessarily leaders in schools about secondary schools leadership were also explored. Participants were afforded the opportunity to suggested strategies for leadership improvement in secondary schools. This study is underpinned by academic literature and the shared leadership theoretic framework.
The study espoused a qualitative research methodology and used a case study approach as a research design. The study included secondary school principals, deputy principals, HODs, teachers, parents, SGB chairpersons, RCL presidents and learners. Semi-structured interview questions, focus group interview questions, notebook, a voice recording device and observation sheets were used as data collection tools. The findings showed that there is little-shared leadership in schools; principals do not share their leadership with their deputy principals where deputy principals are overshadowed by principals. SMTs drive their resolutions through teachers’ throats during staff meetings where teachers rubberstamp SMT decisions. RCLs are not recognised and in many cases, they are not part of SGBs.
Leaders of stakeholders are encouraged to use the democratic leadership style, autocratic leadership style and laissez-faire leadership style. Principals of secondary schools should involve all stakeholders in decision making. Leaders of stakeholders should be workshopped by the principal and the Department of Education on shared leadership. There should be shared leadership in secondary schools. The following leadership styles should be upheld in secondary schools based on character traits which are; honesty, loyalty, kindness, and forgiveness. Leaders should also uphold democratic principles which are consultation, collective planning, collective accountability, debates and stakeholder involvement.Educational Management and Leadership
M. Ed.
40
Mtsweni, Jim. "The role of educators in the management of school discipline in the Nkangala region of Mpumalanga". Diss., 2008. http://hdl.handle.net/10500/1322.
Texto completoResumen
This study focuses on the role of educators in the establishment and maintenance of effective discipline in the school and classroom.
In a mainly qualitative investigation, empirical data from three secondary schools in the Nkangala region of the Mpumalanga Province were collected by means of focus group and individual interviews as well as observation. These data were analysed in accordance with accepted procedures for qualitative data processing.
The study confirmed most of the views found in the existing body of knowledge on school discipline. In the dissertation, detailed attention is paid to the disciplinary problems those educators who were interviewed, experienced, the perceived origin of those problems and suggested solutions. The rights and duties of educators in regard to the management of discipline were also considered. To conclude the study, eight strategies to promote the establishment and maintenance of discipline in secondary schools were proposed.Educational Studies
M. Ed. (Educational Management)
41
Mawire, Tinos Leopold. "Evaluating the implementation of guidance and counselling in a Zimbabwean secondary school". Diss., 2011. http://hdl.handle.net/2263/28488.
Texto completoResumen
The purpose of this research study was to evaluate the Implementation of Guidance and Counselling in a Zimbabwean Secondary School that was seen to be running an exemplary programme. The study was a search for best practice meant to provide benchmarks that could benefit other institutions in similar set-ups to establish effective Guidance and Counselling (G&C) programmes. The rational for the study emanated from reservations expressed by some teachers and heads about the feasibility of G&C programmes in their schools citing numerous practical hurdles. Policy circular number 23 of 2005 expected all Zimbabwe secondary schools to institutionalise G&C programmes. Some questions that guided the study follow below. - How did the school articulate the policy into G&C programme?
- How can insight into the implementation of G&C inform programme development?
Dissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
42
Tshubwana, T. S. "The role of the principal in managing change at secondary school level in the Limpopo Province". Diss., 2007. http://hdl.handle.net/10500/2148.
Texto completoResumen
The study was conducted in the secondary schools of Vhembe district. Five secondary schools were selected for study.
Data were collected by interviews. Interview involved asking questions, listening and recording answers and then following up with additional relevant questions.
The findings revealed that lack of training regarding change influences people to resist change. Therefore, before the initiation of any change, the Department of Education should train all stakeholders involved in the day-to-day implementation of change. This will minimize resistance during the implementation stage.
The study recommends that educators and HoD's should work hand in hand to support their principals in order to ensure the smooth running and management of change in their schools.Educational Studies
M. Ed. (Education Management)
43
Strašilová, Eva. "Metody identifikace zainteresovaných stran v evaluaci". Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-384591.
Texto completoResumen
This text deals with the issue of identification of stakeholders in the evaluation. The concept of stakeholders is defined first, and the characteristics of the evaluation approaches are presented. Later is presented the position of the world evaluation societies on the stakeholders. There are four methods of stakeholder identification: 1) Brainstorming, 2) General list, 3) Questions and 4) The snowball method. Own research focuses on methods of identification of stakeholders in evaluations in the Czech Republic. Data sources are evaluations of OP and ROP programs. Secondary and content data analysis was used to analyse the data. The result of the research is that specific methods of stakeholder identification have not been applied in OP and ROP evaluations. Based on the results of the research, a new procedure for identification of stakeholders in the evaluation was formulated.
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Sulz, Lauren Denise. "Health Promoting Secondary Schools: Implementation of a Self-Determination Framework : Project 1: The Experiences and Motivation of Key Stakeholders in the Development and Implementation of a Choice-Based Whole-School Health Model ; Project 2: Effectiveness of a Choice-Based Whole-School Model to Increase Students’ Motivation Towards Physical Activity and Healthy Eating ; Project 3: Evaluation of a School-Based Intervention to Increase Students’ Motivation and Enrolment in High School Physical Education". Thesis, 2014. http://hdl.handle.net/1828/5720.
Texto completoResumen
The purpose of this research was to implement and evaluate a whole-school health model (Health Promoting Secondary Schools [HPSS]), grounded in self-determination theory (SDT). The approach used a "For Youth with Youth" planning strategy designed to change school environments (culture, policy and practices) in order to help high school students become more physically active and eat more healthful diets. Three interrelated research projects were conducted to address the purpose of this study. A concurrent mixed-methods design was used to: (a) gain an understanding of the experiences of teachers and the Action Team as they planned and implemented school-based healthy living strategies (Project 1); (b) evaluate the impact on and relationship between SDT constructs and students’ motivation to engage in health-related behaviours (Project 2); and (c) evaluate the motivation of students in physical education classes grounded in SDT and its impact on their enrolment in grade 11 elective physical education (Project 3).
In Project 1, 23 teachers and 37 Action Team members participated in focus group interviews. School observation field notes and Action Team meeting minutes were collected throughout the intervention process. Analysis of the data revealed that several factors were associated with participants’ experiences and motivational processes. These factors included: (a) Competing Responsibilities, Technical Difficulties, and Lack of Computer Access (b) Resources, Reminders, Workshops, and Collaboration (c) Choice-Based Design Impacts Participants’ Experiences; (d) Teacher Control Impacts Student Engagement (e) Teacher Job Action Inhibited Implementation of HPSS Action Plans. The findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of a whole-school health model.
In Project 2, 379 grade 10 students in ten participant schools (5 intervention schools; 5 control schools) completed self-report questionnaires pre and post intervention to evaluate the impact on students’ motivation to engage in health-related behaviours. Results showed students attending HPSS intervention schools reported significantly lower amotivation scores for healthy eating compared to students in usual practice schools. No significant differences were found between conditions on motivation towards physical activity. The findings indicate that a choice-based whole-school health approach may be an effective approach for decreasing amotivation towards healthy eating behaviours.
In Project 3, a sample of 373 grade 10 students completed self-report questionnaires to assess their perceptions of autonomy, relatedness, and competence towards grade 10 Physical Education. Enrolment rates were collected from participant schools to determine the impact of the HPSS intervention on student enrolment in grade elective physical education. Multilevel analysis showed no significant differences between conditions post intervention on overall psychological need satisfaction or individual SDT constructs. For enrolment in elective physical education, chi-square analyses showed a significant difference in proportion of female students in HPSS intervention schools enrolled in grade 11 elective physical education. Findings show support for a whole-school health model to improve female student enrolment in elective physical education programs.Graduate