In 2012, research suggested that 21% to 67% of mental health professionals experience burnout. Burnout is described as a negative experience resulting in workplace stress that produces psychological, emotional, physical, and somatic symptoms. The purpose of this study was to examine a quantitative, correlational relationship between self-care practices and therapist beliefs in relation to burnout among home-based mental health therapists. The research question concerned whether there is a relationship between therapist beliefs, self-care, and burnout among home-based therapists. Equity theory was the base theory used for this project, indicating that reciprocity between therapist and client or therapist and supervisor may be a factor of burnout. While burnout has been researched extensively in the helping professions, this research focused specifically on those working as home-based mental health therapists (N = 80) from local community-based mental health care centers. Results of the quantitative correlational analyses showed that rigid adherence to therapeutic model, low tolerance for distress, belief in responsibility, workplace or professional balance, and balance significantly predicted burnout. Positive social change may result from this study through improved knowledge of symptoms of burnout, therapist beliefs, and self-care methods, which may allow agencies to combat early signs of burnout and promote appropriate training on burnout and approaches to self-care. The early detection and prevention of burnout would allow clinicians to be more effective in making a difference in the lives of clients. In addition, better training and awareness would lead to improvement in the lives of the clinicians and their families.

Breast cancer is one of the leading causes of death and disability globally. Although mammogram has been identified as a significant breast screening tool in the United States, researchers have indicated that African-born women in the United States are diagnosed with advanced stages of breast cancer because of underutilization of mammogram from diverse reasons. The purpose of this quantitative study was to determine the association of demographic factors, breast cancer knowledge, health beliefs, and the utilization of mammogram among Nigerian women, 40 years and older in the United States (N=200). The study was guided by the health belief model and questionnaire was the data collection instrument used. Logistic regression analysis revealed that demographic variables, specifically age and length of residency in the United States have statistically significant effect on the odds of utilization of mammogram among the Nigerian women in the U.S. at p < 0.05. Also, according to the study results, breast cancer knowledge has a statistically significant effect on the utilization of mammogram at p <0.05. Additionally, health beliefs regarding breast cancer have significant effect on utilization of mammogram among Nigerian women 40 years and older in the U.S at p <0.05. The study findings will help in developing breast health programs for immigrant women, especially Nigerians in the U.S. to make informed decisions about timely utilization of mammographic services. Furthermore, the outcome of this study could enhance research, enlighten the health providers, and policymakers to develop culture sensitive preventive breast health programs that are appropriate to diverse women populations in the United States.

Thesis (M.ED. (Mathematics Education)) -- University of Limpopo, 2012 / This study investigated Mathematics teachers’ beliefs about the nature of Mathematics and their impact on classroom practices. It was conducted in a public semi-urban school in the Capricorn District-Limpopo Province. It was a case study targeting two FET teachers with teaching experiences of 15 years or more. The central research questions addressed in this study are, namely: What are Mathematics teachers’ beliefs about the nature of Mathematics? And, what is the relationship between teachers’ beliefs and their classroom practices? Data were collected through pre-observation interviews, classroom observation and through post observation interviews. Pre-observation interviews were conducted once before the participants were observed. I was a complete observer during my colleagues’ lessons. Interviews and observations data were analysed using categorisation and interpretation of data in terms of common themes and synthesis into an overall portrait of the case. Each case study teacher’s data were analysed individually (that is within-case analysis) first and thereafter cross-case analysis was done in order to compare the two case studies.

Recent research shows that teachers’ level of Mathematical Knowledge for Teaching (MKT) and their beliefs about teaching and learning effect teaching practices and student achievement. Higher levels of MKT typically lead to more effective teaching abilities in terms of helping students make meaning of mathematical concepts, but beliefs seem to be a mediating factor in this relationship. One specific teaching practice that can help guide students through this meaning making is questioning. Although it is known that MKT and beliefs play an important role in outcomes of teacher practices, the effects of these factors on teachers’ ability to ask meaningful questions have not yet been explored. This mixed methods study uses descriptive data of teachers’ questioning patterns with a cross-case analysis of five elementary mathematics teachers to investigate how the nature of elementary teachers’ questioning changes between procedural and conceptual mathematics lessons, and how teachers’ level of MKT and their beliefs about teaching and learning aid in or inhibit their ability to ask questions that engage students in mathematical reasoning and sense making. High levels of alignment with rule-based beliefs about teaching mathematics were found to be a major inhibitor to teachers’ ability to ask meaningful questions in the classroom. While high MKT is helpful in creating reasoning-based dialogue in the classroom, high rule-based beliefs limit the potential effects of high MKT on teacher questioning practices. Relationships between MKT, beliefs, and questioning are further dissected, and implications for teacher development efforts are discussed.

Using a mixed methods design this study investigates in-service K-12 foreign language teachers’ beliefs about technology and factors that influence its implementation in instruction. The study employs an Explanatory Design using a two-phase approach, where qualitative data is collected and analyzed to elaborate on the quantitative data results. A total of ninety-nine in-service K-12 foreign language teachers from across the state of Iowa responded to the Modified Technology Implementation Questionnaire about their technological beliefs and barriers to technology integration within classroom practices. The results of the instrument were tabulated using a hierarchical multiple regression to uncover factors impacting technology integration. To further enhance the quantitative findings, ten teachers were purposefully sampled from the same participant pool for follow-up interviews. Follow-up interviews with participants were conducted using thematic analysis. The findings from this study suggest that both internal and external variables impact teachers’ uses of technology. Some of the more contextual factors were time, resources, support, professional development, class sizes, and scheduling conflicts. In addition to contextual factors, teachers’ more internal factors about technology further impacted its incorporation. The study uncovered three main internal elements: beliefs, perceived benefits, and teaching style as factors making a difference in the utilization of technology. The internal factors were more influential than external factors in their ability to be successful with technology integration. The conclusion includes recommendations and implications for administrators, professional development coordinators, teachers, and teacher preparation institutions.

The purpose of this thesis was to explore the political beliefs and extent of political participati on of secondary and elementary teachers in the state of Utah. The relationship of sense of political efficacy and political participation for teachers as citizens and teachers as members of the teaching profession was investigated. The correlation of teacher as citizen political participation with teacher as professional political participation was also examined. Indexes measuring the teacher's sense of political efficacy, political participation, and extent to which they felt political behavior was professionally ethical were used. The data was gathered through personal interviews with a systematic random sample of Utah teachers. The hypothesized inconsistency between the political behavior of teachers as citizens and teachers as professionals was found to exist for those teachers who have the most limited definition of professionally ethical political behavior. The data also indicted that the professional political behavior of female teachers who have a conservative definition of professionally ethical political behavior cannot be predicted by examining their political activity as a citizen. Another conclusion was that sense of political efficacy is not a good predictor of the extent of political participation for teachers in Utah.

This qualitative study focused on the development of reflective practice with preservice teachers through a framework during an early field experience. The framework provided an explicit structure for the preservice teachers to investigate four focus areas (teachers role, active learning, culture, and assessment). The preservice teachers explored a focus area, dialogued via e-mail with a peer, and then discussed their findings in small groups. The preservice teachers were given a pre and post survey that queried them about their beliefs related to the four focus areas and the concept of reflection. Content analysis of the explanatory statements on the survey, dialogue e-mails and written reflections after small group discussions, and focus group interviews guided a systematic examination of the data. The dialogue e-mails and written reflections were also analyzed using a rubric for reflective levels. The survey results indicated that while a substantial number of preservice teachers maintained the same belief after experiencing the framework of inquiry into practice, an equal or greater number of preservice teachers changed. These preservice teachers became more student-focused as the semester progressed. They also became increasingly self-critical of their own teaching practices which led them to alternative approaches. Consequently, these preservice teachers were able to articulate their beliefs in the context of teaching. The structure of the framework provided opportunities for the preservice teachers to rehearse reflective practice; thus teacher educators have an explicit methodological model for developing reflective practitioners. Moreover, the preservice teachers indicated that the framework increased self-monitoring which facilitated analysis of their teaching. The preservice teachers documented flexibility in reference to instruction to meet the needs of their students. Finally, this study indicates that beliefs may be more fluid than originally thought, but restructuring reflective assignments in preservice teacher programs to include an authentic audience is an important component of developing reflective practice. Additionally, restructuring teacher education to include opportunities in which preservice teachers investigate specific focus areas linked to course requirements may be an additional path to bridge the gap that preservice teachers believe exists between the university and school realities.

Preservice teachers of reading develop their beliefs and understanding of reading pedagogy in diverse ways. While they do gather some knowledge and understanding from their university preparation courses and their practicum experiences in classrooms, a less transparent source of emerging understandings of reading pedagogy is their own experiences with reading instruction as students. Using a qualitative case study methodology, this dissertation study investigated how three preservice teachers interested in early childhood education developed understandings of reading pedagogy. Data collected included three interviews; two prompted reflective writings on their evolving understandings; observation in the participants’ reading processes course; and an interview with the course instructor. Findings indicated that preservice teachers’ biographies influenced both their understanding of how to teach reading and their attitudes toward it. Also, they favoured practicum experience over university coursework as a source of knowledge, and experienced tensions when their own beliefs contradicted the ideas espoused in the university course. In general, preservice teachers’ beliefs and experiences prior to starting their teacher education program caused resistance toward research-based theories and practices related to reading. Findings imply that teacher educators need to be explicit in providing many opportunities for their students to discuss and make sense of their epistemological understandings in relation to areas of tension with reading pedagogy. / Graduate

This research identifies the experiences, behaviours, attitudes, values and beliefs of Australia's most successful franchise owners in order to understand the reasons for their outstanding success in a business environment designed to encourage replication and uniformity. In this study, twelve of Australia's best franchisees have been interviewed to find out their personal qualities that have enabled them to succeed in the franchise business environment. A qualitative methodology within a constructivist ontology and interpretivist epistemology has been used. Interviews were conducted, coded, analysed and models developed using NVivo software. The coding and analysis led to the development of six key characteristics or behaviours of successful franchisees. Australia's best franchisees are successful because they are highly motivated, have outstanding business skills, are committed to franchising, demonstrate remarkable personal qualities reflected in highly ethical leadership with exceptional communication skills and create a business environment that has real customer focus. Human qualities are difficult to isolate and quantify. This research highlights those necessary to succeed in franchising and business generally. The findings from this research have been presented as a framework for franchisee success. The framework provides the basis of human characteristics and elements to consider in franchisee selection and business skill development. The title of this research is in many ways its conclusion. The contribution of franchising to Australia's entrepreneurial spirit is the growth and development of the business skills of franchisees, many of whom are entrepreneurs in the making.

Physics learning has been the focus of much research over the last few decades. One line of such research has had knowledge about physics conceptual understanding as its object. Conceptual physics learning is found to be enhanced by the use of a variety of interactive engagement teaching and learning strategies. Another line of research in physics education has been through the development of computer-based learning environments as alternatives to traditional lecturing approaches. One such development has been that of a 'physics Studio' in which computer software delivers content and facilitates activities and communication, and instructors adopt a tutoring or learning facilitator role rather than lecturing role. Curtin University of Technology has drawn on both lines of research, resulting in the creation of a Physics Studio. In addition, a constructivist philosophy has provided guiding principles underpinning the conduct of first year physics classes. The aim of this study has been to evaluate students' physics learning in first year Studio classes. In particular, the aim has been to examine the role of students' epistemological beliefs (beliefs about knowledge and knowing) and their perceptions of the learning environment, in that learning. The study is situated across the fields of psychology and physics education research. It uses an ex-post facto comparative research design together with a qualitative methodology to compare students in Studio classes with those in physics classes in a traditional lecture stream. The use of multidimensional scaling as a technique for reducing complex data to a visual form for the purpose of describing and investigating the Studio learning environment is also explored. / Findings from this study suggest that a Studio approach that incorporates student-centred, social constructivist teaching and learning behaviours can result in improved learning for students in a discipline such as physics, which is normally associated with authoritative and didactic teaching. The results indicate that most students responded positively to the characteristics of the Studio approach. Their learning outcomes and improvement in conceptual understanding exceeded those of students in the traditional lecture classes. Students' beliefs about the structure of knowledge affected their cognitive outcomes through their preference for particular learning strategies. Students with 'naive', positivist epistemological beliefs were more likely to choose a narrow range of learning strategies and to have poorer cognitive outcomes. Students with more 'sophisticated', constructivist epistemological beliefs were more likely to choose a wider range of learning strategies and to have better cognitive outcomes. There is evidence from this work that the constructivist learning environment influences students' epistemological beliefs, and that their beliefs influence the way they respond to the learning environment. Using multidimensional scaling, spatial configurations of learning environment parameters for Studio and traditional groups, although structurally similar, were visibly different. In particular, the preferred learning environment of Studio students formed a complex web of interrelationships, whereas the preferred learning environment of students in the traditional course formed a simpler pattern with minimal interrelationships among parameters. / Other factors affecting the responses of students to the constructivist learning environment were their perceptions of the nature of the subject matter as represented by assessment tasks, and their expectations about the role of instructors. Some students were unable to change their epistemological beliefs and learning patterns to fit teachers' expectations. These findings have implications for teachers of physics who adopt or wish to adopt constructivist rather than didactic teaching methods, and for those implementing Studio approaches. An instructor's best efforts to implement alternative teaching approaches and methods can be circumvented by the beliefs and attitudes of students if they are inconsistent with the epistemology implicit in the teaching methods. For example, students with naive beliefs in the structure and certainty of knowledge need guidance and experiences that provide validity for different ways of learning physics. Students also need help to understand the concept of, and to value, self-reflective learning practices. Finally, learning in a Studio class is enhanced for students whose beliefs are consistent with, or change to suit, the philosophy underpinning instruction.