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Mentoring as a professional development for mathematical literacy teachers in the Greater Taung areaOwusu-Mensah, James 05 1900 (has links)
The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)
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Loopbaanoriënteringsverrykingsprogram vir BSc (Agric)-studente aan die Universiteit van Pretoria / A career orientation enrichment programme for BSc (Agric)-students at the University of PretoriaMalan, Francine 06 1900 (has links)
Text in Afrikaans / Die doel van die onderhawige studie is onder meer om loopbaanorientering aan die tersiere
student (BSc Agric) teoreties te fundeer. 'n Uitgebreide Europese studiereis is ondemeem
met die doel om bestaande loopbaanorienteringsprogramme aan tersiere instansies, veral
universiteite, te ondersoek en die effektiwiteit daarvan te evalueer ten einde voortreflikhede
te implementeer. In hierdie studie word die loopbaanorienteringsprogram vir BSc (Agric)studente
aan die Universiteit van Pretoria wat reeds in 1994 ontwerp en ge'implementeer is,
beskryf sowel as die behoeftepeiling wat onder BSc (Agric)-studente (voor en na die
implementering van die program), en vennote in die landboubedryf gedoen is. 'n Verdere
doel met die studie is om 'n wetenskaplik verantwoorde loopbaanorienteringsverrykingsprogram
vir BSc (Agric)-studente aan die Universiteit van Pretoria te begrond, te ontwerp,
die implementering daarvan te beskryf en die resultate daarvan te evalueer.
Daar is gepoog om beide loopbaanontwikkelings- en studente-ontwikkelingsteoriee te beskryf
en uit te le as fundering vir 'n verantwoorde loopbaanorienteringsverrykingsprogram vir
tersiere studente. 'n Oorsig en perspektief is gebied op bestaande loopbaanorienteringsprogramme
en -inisiatiewe in 'n intemasionale, nasionale en plaaslike konteks. Die
verskynsel van die snelveranderende wereld-van-werk is literatuurmatig gepresiseer en die
implikasies uitgewys vir die opleiding van en loopbaanorientering aan die student in die
Landbouwetenskap. 'n Behoeftepeiling van loopbaan (en lewens-)kundighedeen vaardighede waaroor graduandi moet beskik is gedoen onder BSc (Agric)-studente (v66r en mi programimplementering)
en onder vennote in die landboubedryf. Die ontwikkeling, beslaggewing
en ,evaluering van 'n loopbaanorienteringsverrykingsprogram vir BSc (Agric)-studente is
beskryf en toegelig. 'n Samevatting van die studie is gegee met enkele gemotiveerde
aanbevelings wat uit die navorsing voortvloei. Voorstelle is gemaak vir die inisiering van
'n loopbaansentrum vir studente van die Universiteit van Pretoria. / The aim of this study is amongst others to lay the theoretical foundation of career orientation
for BSc (Agric)-students. An extensive European study tour was undertaken with the aim
of investigating and evaluating existing career orientation programmes and/or student enrichment
endeavours at the various tertiary institutions especially universities. The effectiveness
of these programmes was evaluated with the aim of utilizing and implementing aspects of
them. In this study the career orientation enrichment programme for BSc (Agric)-students
that was already designed and implemented at the University of Pretoria in 1994, is
described. The needs of the BSc (Agric)-students before and after the implementation of this
programme were determined as well as those of the partners in the agricultural industry.
Another aim of this study is to describe the foundation, design and implementation of a
scientific, accountable career orientation enrichment programme for BSc (Agric)-students at
the University of Pretoria and to evaluate the outcome thereof.
The various career development and student development theories are elucidated and
described as a foundation for an accountable career orientation enrichment programme for
tertiary students. An overview is given of career orientation programmes and initiatives in
an international, national and local context. The phenomenon of the fast changing world-ofwork
is described and defined more precisely through a literature study with reference to the implications for the training of and career orientation regarding the student in the Science of
Agriculture. An investigation was done of the career (and life-) skills that graduates have
to attain. The needs and views of BSc (Agric)-students (before and after the programme implementation)
and partners in the agricultural industry were extracted. A summary is given
of the arguments put forward in this thesis together with some recommendations that have
emerged from this research. Proposals are made for the initiation of a career centre for
students at the University of Pretoria. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Succession planning : a development tool for developing middle managers in the Department of Science and TechnologyKraai, Vuyokazi 05 1900 (has links)
The aim of this research is to investigate how succession planning can be used as a developmental tool in developing middle managers in the Department of Science and Technology (DST).
The research shows that the DST has good strategies and policies in place for the development and retention of its employees, although there is no succession planning tool or system in place.
Proposed interventions to address identified gaps in terms of succession planning include a quota system of positions that should be filled by internal candidates to encourage employees’ buy-in to succession planning; inculcating it in the institutional culture and therefore, preserving and retaining institutional memory; creating a robust reward management programme based upon a pay-scheme that seeks to reward middle managers for developing their competencies in line with institutional requirements / Public Administration and Management / M.A. (Public Administration)
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An integrated learning programme management and evaluation model for the South African skills development contextTshilongamulenzhe, Maelekanyo Christopher 06 1900 (has links)
Separate bibliographical references are given at the end of Chapter 7 / The general aim of this research was (1) to develop a holistic and integrated theoretical
model for the effective management and evaluation of occupational learning programmes in
the South African skills development context, and (2) to develop a valid and reliable measure
comprising the elements and dimensions of the theoretical model.
The research used a non-experimental cross-sectional survey design. Data were collected
from a sample of 652 respondents comprising learning and development managers, learning
and development assessors/facilitators/moderators, skills development officers/providers
and apprentices/learners.
The sample was drawn from organisations representing 5 Sector Education and Training
Authorities (SETAs) and the South African Board for People Practices (SABPP). A selfadministered
questionnaire was developed for the purposes of this research and its
psychometric properties were rigorously scrutinised in accordance with the existing scale
development protocols and scientific conventions.
Exploratory factor analysis was conducted to establish the factorial structure of the new
Learning Programme Management and Evaluation (LPME) scale. The factorial structure was
confirmed using confirmatory factor analysis. Further statistical tests conducted include
structural equation modelling, multi-group structural equivalence, Pearson product moment
correlations, multiple regression analyses and tests for significant mean differences.
The findings of this research confirmed an 11 dimensional structure LPME scale. The
research confirmed the structural equivalence of the LMPE scale for males and females and
type of learning programme. Age, education and occupation were found to be significant predictors of the LMPE sub-scales. This research contributed a valid and reliable LPME
scale for the effective management and evaluation of occupational learning programmes in
the South African skills development context. To this end, the research provides
recommendations for practice and future studies. / Business Management / D. Com. (Industrial and Organisational Psychology)
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The effects of continuing professional teacher development on teachers' workload in the Gauteng ProvinceMoekwa, Buti Christopher 01 1900 (has links)
The study focused on the effects of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. Apart from the literature review, the objectives of this study were: to determine the understanding of new approaches to Continuing Professional Development on the workload of teachers. To establish the administrative barriers that frustrate teachers’ efforts in accepting responsibility for improving not only their practice, but also the shared practice of the profession. To draw recommendations for the successful implementation of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province.
The qualitative research methodology was adopted and engaged to investigate the effects of CPTD on teachers’ workload in Gauteng schools. The importance or significance of the study was to find out ways and means of dealing with the new roles that form part of teachers’ workload. The participants’ perceptions on the topic were generally in agreement that the schools value the Professional Development initiatives of teachers. Additionally, their learners’ scholastic achievements showed a great improvement as a result. / Educational Management and Leadership / D. Phil. (Educational Leadership and Management)
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Career development trajectories of women academics in the South African Higheer Education context: a constructivist grounded theory study and substantive theoryHobololo, Bongiwe 09 1900 (has links)
Statistics on the gender profile of academics in South African Higher Education
Institutions (HEIs) reveal women academics are still concerted at the junior levels of
the hierarchy with a small number of women at professorship. By the time of this report,
in South Africa there were 4034 associate professors and professors. Of this 4034,
2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors.
The fundamental aim of this research was to tell the story behind these statistics by
exploring, describing and giving explanation to the subjective experiences of women
academics. The objectives of the research were broken down into: (1) to examine
studies that explain discourses for women in academia, identify success and inhibiting
factors to career development of women academics, identify gaps in knowledge and
explain how this research seeks to address the gaps identified, (2) to investigate
models and theories of career development, particularly in so far as they affect women,
(3) to explore, describe and explain the career development trajectories of senior
women academics in HEIs in SA, and (4) to develop a substantive career development
theory that explains career trajectories of women in academia.
Utilizing data from 13 in-depth interviews with women professors and associate
professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within
the social constructivist context. I posed the question: “Tell me how your career journey
as an academic started, up to the level where you are now”. The questioning revolved
around family background; social context; educational history; career development
trajectory; professional experiences; and work-family integration. All interviews were
audiotaped and then transcribed.
The analysis and interpretation of data was informed by the theoretical underpinnings
of the study, which is located within feminism and social constructivism. The mean age
of the participants was 53 years; years in service, 10 years and more. The findings
revealed four themes associated with the career success of women academics:
enabling and constraining factors; intrapsychic factors, behavioural patterns and
differentiated career development trajectories. All these factors are inextricably linked
and mutually affect the career success of women academics. The study ended up with
a career development theory that came up with five phases and explained
preoccupations at each phase. The phases are career exploration, career
establishment, career maintenance, work life adjustment and disengagement. These
phases are neither age related, nor cyclical at all times, but they are related to the
stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)
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A system approach to an outcomes-based competence profile of education, training and development practitioners in the South African National Defence ForceMoorhouse, Christa 28 February 2007 (has links)
This study concerns the identification of the particular competences required by education,
training and development practitioners (ETD practitioners) in the South African National
Defence Force to develop suitable and appropriate career and training strategies. An applied
research approach and a primarily quantitative approach were used. Questionnaires were
completed by the commanding officers or the training managers, as well as the ETD
practitioners at the education, training and development providers in the South African
National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive
statistics were used to determine the roles, core competences, levels of competences and
clusters of competences required by ETD practitioners in the South African National Defence
Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed
competence profile that was based on the literature study in order to determine the
competence gap that has to be addressed by means of career and training strategies. / Educational Studies / M.Ed.(Didactics)
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Portfolio management as a tool for peer helpers to monitor their developmentMill, Elsabé 30 June 2005 (has links)
The purpose of this study is to tell the story of how four peer helpers within the Unisa Peer Help Volunteer Programme managed their portfolio development processes to monitor their growth and development which took place as a result of their involvement in peer helper activities.
The epistemological framework of this study is interpretive and involved in-depth interviews with four peer helpers who rendered volunteer services at the University of South Africa and have been developing their career portfolios over a period of time. Hermeneutics was the method used to analyse the data.
The stories of the four participants were transcribed and retold by the researcher in the form of themes that emerged. This study contained the stories of how the participants initially struggled to understand the concept and purpose of portfolios; how they took charge of the process; and how their attitudes changed from uncertainty and confusion to viewing the process as worthwhile - thus enabling them to commit themselves, to varying degrees, to the development of their individual portfolios. Recurring themes present in all four stories were described in the researcher's story of the participants' stories.
The information generated by this study could serve as guidelines for not only peer helpers interested in developing their own portfolios, but also for project leaders involved in the management of peer helper groups and who plan to implement portfolios in their programmes. / Psychology / M.A. (Psychology)
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The relationship between the coping resources and psychological career resources of graduatesEsterhuizen, Kerith Ann 11 1900 (has links)
This study explored both the relationship between coping resources (as measured by the Coping Resources Inventory) and psychological career resources (as measured by the Psychological Career Resources Inventory) and also whether individuals from different gender and employment status groups (part-time work experience versus no work experience) differ significantly regarding their coping resources and psychological career resources. A cross-sectional survey design and quantitative statistical procedures were used to analyse the data which was obtained from a purposive non-probability sample of N = 197 early career unemployed, black graduates. The results showed significant positive associations between psychological career resources and coping resources. It also emerged that the male and female participants differed significantly with regard to their emotional, spiritual and physical coping resources and the psychological career resources of career harmonisers and career drivers. In addition, it was found that those participants who had part-time work experience displayed a significantly higher need for career venturing and also manifested higher behavioural adaptability than those who had no work experience. Recommendations for future research and practice were made. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)
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Employability attributes and career adaptability as predictors of staff satisfaction with retention factorsStoltz, Elleen 11 1900 (has links)
The objectives of the study were firstly to determine the relationship between employability
attributes (measured by the Employability Attributes Scale), career adaptability (measured by the Career-Adapt Abilities Scale) and retention factors (measured by the Retention Factor Scale), and, secondly, to determine whether employees from different age, gender, race, tenure and job level groups differ significantly in their levels of employability attributes, career adaptability and retention factors. A cross-sectional quantitative, correlational research design was followed. The non-probability sample consisted of 321 permanently employed salaried employees in a South African automotive manufacturing company. Descriptive statistics, correlations, structural equation modelling and regressions were used for data analysis. The data analysis revealed significant associations between the career metacompetencies and retention factors. In addition, significant differences were found between age, gender, race, tenure and job level groups. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)
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