This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)

Text in English / Brand reputation has received the attention of many scholars and practitioners because it is central to the success of organisations of all kinds, and an intangible asset with no substitute. In the academic world, brand reputation has been demarcated by various scholars, depending on the disciplinary mind-set involved. It has been established that diverse stakeholder groups have different needs from a brand and their perceptions of brand reputation are thus varied. Acknowledging the needs of different stakeholders and the importance of the consumer stakeholder group allows for a more nuanced and systematic approach in conceptualising brand reputation. Although numerous studies have attempted to explain brand reputation, there is a paucity of studies that have actually conceptualised brand reputation as an attitudinal construct based on both cognitive (rational) and affective (emotional) components. Even fewer researchers have endeavoured to conceptualise brand reputation as an attitudinal construct in the consumer stakeholder group. The aim of this study was to explore female consumer perceptions of Nike’s brand reputation and conceptualise brand reputation as an attitudinal construct based on both cognitive and affective components. The study used qualitative research methods (focus groups and interviews) to collect data on Nike from a group of female consumers in order to identify perceptions and elements that contribute to conceptualising brand reputation on the basis of the components of attitudes. The key findings of this study highlighted the fact that brand reputation is a multidimensional construct and can be demarcated through various elements that contribute to the following themes: perception of product qualities and service, the perception of brand traits and the perception of brand strategy. These themes contribute to the conceptualisation of brand reputation as an attitudinal construct. Since brand reputation as an attitudinal construct has previously been conceptualised based on cognitive and affective components, this study confirmed the two components but a unique finding of this study was the identification of the behavioural component of attitudes. Hence the study findings not only make a contribution to the existing body of knowledge on perceptions of brand reputation in an elusive stakeholder group – female consumers, consumer-based reputation (CBR), and in defining brand reputation but also conceptualise brand reputation as an attitudinal construct based on previously identified cognitive and affective components as well as the newfound behavioural component of attitudes. / Communication Science / M.A. (Communication Science)

This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)