Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Leaners’ performance in schools is attributed to several factors that include Teacher Profession Development (TPD) programmes provided by teachers in various schools. Teachers expressed that they do not derive much satisfaction from them.Consequently, teachers continue to use their old, ineffective methods of teaching. Informally, teachers have referred to challenges around resources, time, and expertise of trainers and modes of implementation as contributing to their dissatisfaction in the programmes. This study sought to investigate the perceptions of teachers on the TPD programmes carried out in schools by the TPD facilitators. The study was conducted using the qualitative research approach which allowed for an in-depth understanding of the phenomenon under review. Interpretive research paradigm was adopted as well as the case study research design. Six schools were purposefully selected in the district understudy; a teacher was picked to represent each school chosen. Data was collected through individual interviews. In the same vein, data collected in the interviews was deemed sufficient and rich by the researcher to conclude the project. Data was analysed and presented in themes and categories which enabled the researcher to cluster similar responses from the participants. The main findings of this study revealed that: teachers have different perceptions on the importance of TPD programmes, they also indicated that strategies such as more training time, use of technological devices during TPD training and teachers involvement in curriculum development are important in enhancing TPD programmes. The study recommended that principals should organise training seminars and workshops on the application of discipline strategies/methods, management strategies and intervention programmes. Keywords: Teachers, professional development, training and programmes

The Problem. This study investigated whether or not a structured career development program, using a mobile guidance unit and operating on a limited time schedule, could provide a feasible means for facilitating the career development of ninth grade students in the rural school setting. Project MACE. MACE stands for "Mobile Assisted Career Exploration." Project MACE was a study developed by the research office of the Utah State Board of Education and conducted by Utah State University. The study used ninth grade students in sixteen selected rural Utah high schools and in two rural southeastern Idaho schools. Design of Research. The specific objectives of the study were measured in the form of the following null hypotheses: There is no significant difference between experimental and control groups in terms of career attitudes as measured by the Vocational Development Inventory Attitude Scale. There is no significant difference between experimental and control groups in terms of career values as measured by the Occupational Values Inventory. There is no significant difference between experimental and control groups pre- and post-test estimates of their aptitudes and interests as measured by the Self Ranking Inventory of Aptitudes and Interests. Since this study is an evaluation of an educational program still in some state of development, it is a formative evaluation. The format for the study is a research and development model rather than a true experimental design. Population. Project MACE selected those schools which were considered representative of rural Utah high schools, It was decided that project MACE could accommodate about one thousand students during the school year. Sixteen schools were selected for the study. In addition, two schools in Southeastern Idaho were chosen as a control population. Observational Design. Three objective tests were given on a pre- and post-test basis to all of the students included in Project MACE. In addition, subjective data were gathered through student, parent and faculty questionnaires. Program.The treatment program was designed to give each student an opportunity to evaluate and discuss his aptitudes and interests. The student was then assisted in relating this information to various occupations and training possibilities. Each student learned how to use occupational information sources and was encouraged to investigate several occupations of his choice. All students were involved in group and individual counseling, including a joint session with their parents. The major focus of the counseling sessions was to assist students in making tentative career choices which were realishc and obtainable for them. To carry out the program, a counselor and occupational instructor were employed. Conclusions. Hypotheses one and three were both rejected as the data revealed differences at a statistically significant level. Career attitudes and knowledge of aptitudes and interests were positively influenced by the experimental program. Hypothesis two, concerning career values, was accepted for the values of salary, security and demand, and rejected for the values of prestige, interest and satisfaction. Sex differences were noted on all the evaluation instruments. Recommendations. The treatment program should be continued in schools needing the service on a continuous basis. Several possible avenues for future research were suggested. Among the more important were: (1) a replication of this study using urban schools and comparing the treatment conducted in a mobile facility versus the same program in a classroom setting; (2) a study of the independent teaching variables to determine which are most effective; and (3) a study to determine the long range implications of the treatment.

There is an extensive amount of research on career development, but most of the constructs studied have focused on content-oriented variables rather than process-oriented variables. While some of the studies have examined samples from ethnic minority populations, the majority of studies use ethnic minority populations as comparison groups, studying between-group differences as opposed to within-group differences. The literature is especially deficient in the are of Latino career development. The current study will examine how family and culture influence the career development of Latino emerging adults. This study will explore the influence of socioeconomic status and acculturation on the career salience and career maturity of Latino emerging adults. The quality of the parent-emerging adult relationship will also be explored for its influence on career development outcomes in this population. One hundred fifty Latino undergraduate students ages 18-24 will be recruited for participation in this study. The participants will complete questionnaires regarding demographic information, acculturation, the quality of the parent-emerging adult relationship, career salience, and career maturity.

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The purpose of the study was to explore the lived experiences of exemplary female elementary principals. The qualitative phenomenological study investigated the career paths, job responsibilities, barriers/challenges, and affirmations of exemplary female principals practicing in elementary schools in the United States. The participants were required to have at least 5 years of experience in education and at least 3 years as an elementary school principal. Interviews were conducted by the researcher to acquire explanations about the participants’ perceptions, perspectives, and feelings based on their experiences as exemplary elementary principals. The investigation focused on the females’ career paths, job responsibilities, barriers/challenges, and affirmations as exemplary leaders. Further, the females provided advice and guidance for aspiring female leaders in education. In general, the exemplary female principals started their careers as teachers, married, had children, and obtained advanced degrees and training in educational leadership as they moved to positions as elementary principals. The job responsibilities of the female principals included supervising instruction to improve instructional practices as the instructional leader, monitoring data, implementing policies and procedures, hiring as well as placing personnel, preparing budgets, maintaining a safe environment for students and staff, managing facilities, and purchasing equipment/resources for the organization. The major barriers/challenges faced by the female principals were lacking resources, managing time, prioritizing tasks, and managing tasks for work and home. Advice and guidance for aspiring female administrators centered around the personal, professional, and public service responsibilities that contributed to their success and recognition as exemplary principal.

Three different Career Development Event (CDE) workshops were analyzed to determine the workshops’ impact on agriculture teachers’ learning gains and self-efficacy. Teaching methods of workshop presenters and self-reported data from participants were examined to determine how professional development opportunities prepare agriculture teachers in the required skills for the specific CDEs. Recruited workshop presenters (N=3) and workshop attendees (N=54) were the convenient population for the study. A significant difference between the pre- and post-self-ratings of knowledge indicated greater learning gains after each workshop. Most workshop participants reported they intend to implement every skill related to the presented CDE content. Self-efficacy was moderately high for the content and specific practices related to each workshop. Overall, findings of this study reported the presenters’ use of specific teaching methods, and the use of andragogy assumptions did not create a difference in the pre- and post-self-ratings of the learning gains nor self-efficacy of the participants.

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Despite increasing gains in the number of African Americans obtaining university degrees, they remain underrepresented in many career paths. This dissertation examines how low-income, urban, African American students, who attend university, discover and select careers. By examining this process, I attempt to make more explicit the reasoning behind their career choices. Using a phenomenological approach, I investigated the lived experiences of 12 students who were part of an auxiliary educational program and who were attending a large research university in their home city. Bourdieu's concepts of habitus, social capital, and practice, along with the concept of code-switching, provided the framework to examine the student's experiences and choices. Interviews were also conducted with 2 staff members from the auxiliary program and 2 staff members from the university career center. All twelve students exhibited a strong sense of self-efficacy and expressed confidence about the career choices they made. However, they appear to make career choices based on very limited and generic career exposure opportunities. Recommendations for how to expose and encourage low-income, urban, African American students towards fields in which African Americans are underrepresented include more concentrated efforts to generate alternative networking/social capital building relationships, increasing the number of career research projects students complete while in high school, and more resources and support for guidance staff/career counselors at urban high schools. / Urban Education