The realisation of the objectives of the South African Schools Choral Eisteddfod (SASCE) is influenced by the national education system and the environment it operates in. This thesis accordingly studies the SASCE within the organisational framework of the Department of National Education. It provides a comprehensive description of the factors that influence the achievement of the objectives of the SASCE in the FET band in the Motheo district of the Free State Province. South African national education policy provides for a single unified democratic system for the organisation, governance and funding of schools. The Department of National Education formulates policy and provinces are responsible for its implementation by means of district offices. In this respect the education system is regarded as an organisation consisting of different sub–organisations that must provide effective education in line with the educational needs of the country. A generic five–point model of effective organisational structure accordingly was applied to determine the factors impacting on the realisation of the objectives of SASCE. Data were gathered and analysed by means of personal observations, document analysis and semi–structured interviews with education officials, school principals and choir conductors. The challenges of the national education system with regard to appropriate facilities, equipment, funding, appropriately trained officials and educators, support staff and effective policy implementation are consistent with the challenges facing the Department of National Education’s enrichment programmes, of which the SASCE forms part. Findings and recommendations are offered for all research questions. A general recommendation pertains to a proposed restructuring of the provincial enrichment programmes sub–directorate in order to address some of its organisational shortcomings and also the challenges facing the SASCE. / Thesis (Ph.D (Music))--North-West University, Potchefstroom Campus, 2011.

L’Education Nationale, par le nombre et la diversité des statuts de ses personnels, constitue un laboratoire d’étude intéressant sur les conditions de travail des agents publics, notamment lorsqu’ils sont victimes d’accidents ou de maladies à l’occasion de leur activité professionnelle. Les règles issues du droit du travail et du droit de la fonction publique et l’intervention croisée de multiples acteurs rendent complexe ce type de contentieux. S’ajoutent de nouveaux risques professionnels (souffrance au travail, cancers professionnels), qui sont en phase de reconnaissance juridique et sociale. La prévention des risques professionnels est devenue une préoccupation des pouvoirs publics, ainsi que la santé au travail dans la fonction publique. L’étude de ces risques pourrait entraîner une meilleure reconnaissance des accidents et maladies professionnels, qui souffre actuellement d’un processus administratif complexe mettant à mal les droits des agents publics. Enfin, la réparation des risques professionnels conduit toujours à des inégalités selon les faits à l’origine de l’accident ou de la maladie, le statut de l’agent ou la gravité du dommage. Le dépassement de la règle du forfait de pension met fin à certaines injustices mais demeure d’une portée limitée. Le rapprochement avec le régime général pourrait faire bénéficier les fonctionnaires de la présomption d’imputabilité. La mise en place d’un Fonds d’indemnisation bénéficiant à tous les agents publics et ayant pour vocation la réparation de tous les risques professionnels pourrait permettre à la victime d’un tel risque d’obtenir un complément d’indemnisation, permettant une réparation intégrale du préjudice. / The Department of Education, by the number and the variety of the statutes of itsstaffs, constitutes a laboratory of study interesting on the conditions of employment of thecivil servants, notably when they are victims of accidents or diseases on the occasion of theirprofessional activity. Rules stemming from the Labour Law and from the law of the publicservice and the crossed intervention of multiple actors make complex this type of dispute.New occupational hazards (suffering in the work, professional cancers) add, which are inphase of legal and social recognition.The prevention of the occupational hazards became a preoccupation of authorities, aswell as the health in the work in the public service. The study of this risks could pull a betterrecognition of the professional accidents and the diseases, which suffers at present from acomplex administrative process worsening the principle of legal security. Finally, the repair ofthe occupational hazards always leads to disparities according to the facts of the origin of theaccident or of the disease, the status of the agent or the gravity of the damage. The overtakingof the rule of the fixed price of pension terminates certain injustices but house of the limitedreach.The link with the general regime could make the civil servants of the assumptionbenefit of imputability. The implementation of a Fund of compensation benefiting to all thecivil servants and having for vocation the repair of all the professional risks could allow thevictim of this risk to obtain a complement to compensation, allowing a complete repair of thedamage.

Made available in DSpace on 2016-12-08T16:35:12Z (GMT). No. of bitstreams: 1 ANA.pdf: 1141840 bytes, checksum: 6c83f8d82e359f0e3548b708f6517b5a (MD5) Previous issue date: 2011-05-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This investigation aims understanding and problematizing the violence that passes through power relations in three departments that compound the organizational structure of the Education Department of Santa Catarina State, from 2007 to 2010. The delimitation of the period is justified because 2007 was the year in which there was the last administrative reform undertaken by the government Luiz Henrique da Silveira and that is currently in force, and, 2010, was the year in which ended the management of the secretary Paulo Bauer. The theoretical grounding is supported mainly in the contributions of Michel Foucault, Ana Maria Borges de Sousa and Michel de Certeau. The sources which are the empirical basis are questionnaires, interviews, official documents and documents of internal movement of the Education Department. In the first chapter, were analyzed the interests and consequences of the absence of a table of staff in the Education Department, the confusion surrounding the role of the educator that acts in this area and the violence present in the policy of tips. In the second chapter the reflection considered the practices that adorn the moral harassment, the limits and contradictions of the management practiced in the Education Department, the violence which forge the distancing between the subjects who think the actions and those who perform it, the working conditions and the problems surrounding the discontinuity of actions. In summary, this research presents elements on the issue of power relations and violence, understanding it as complex phenomena, multifaceted, ambiguous and paradoxical, that cannot be explained by extreme logical, being practiced and suffered by those who constitute the Education Department. Accordingly, the manifestations of violence coexist with a process of small revolutions expressed in the forms of organizing the work, in the conquest of space, the search for and the requirement of autonomy, the pleasure of being together, in the construction of knowledge performed in collectivity / Esta investigação objetiva compreender e problematizar as violências que transversalizam as relações de poder em três Diretorias que compõem a estrutura organizacional da Secretaria de Estado da Educação de Santa Catarina - SED, de 2007 a 2010. A delimitação do período justifica-se em razão de 2007 ser o ano em que houve a última reforma administrativa empreendida pelo governo Luiz Henrique da Silveira, e que está atualmente em vigor, e, 2010, o ano em que encerrou a gestão do Secretário Paulo Bauer. A fundamentação teórica é apoiada principalmente nas contribuições de Michel Foucault, Ana Maria Borges de Sousa e Michel de Certeau. As fontes que constituem a base empírica são questionários, entrevistas, documentos oficiais e documentos de circulação interna da Secretaria de Educação. No primeiro capítulo, foram analisados os interesses e consequências decorrentes da inexistência de um quadro de pessoal na SED, a confusão em torno do papel do educador que atua neste espaço e as violências presentes na política de gratificações. No segundo capítulo a reflexão debruçou-se sobre as práticas que ornamentam o assédio moral, os limites e contradições da gestão praticada na SED, as violências que forjam o distanciamento entre os sujeitos que pensam as ações e aqueles que as executam, as condições de trabalho e a problemática em torno da descontinuidade das ações. Em síntese, a pesquisa apresenta elementos sobre a temática das relações de poder e das violências, entendendo-as como fenômenos complexos, multifacetados, ambíguos e paradoxais, que não se pode explicar através de lógicas maniqueístas, sendo praticadas e sofridas por aqueles que constituem a SED. Nesse sentido, as manifestações de violências coexistem com um processo de pequenas revoluções expressas nas formas de organizar o trabalho, na conquista de espaços, na busca e na exigência de autonomia, no prazer de estar junto e na construção do conhecimento realizado na coletividade

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-23T13:15:29Z No. of bitstreams: 1 mariaterezarodrigues.pdf: 1287001 bytes, checksum: 0dd4dfccd2f3d6044565c10a5a8c5a0e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-07T20:13:09Z (GMT) No. of bitstreams: 1 mariaterezarodrigues.pdf: 1287001 bytes, checksum: 0dd4dfccd2f3d6044565c10a5a8c5a0e (MD5) / Made available in DSpace on 2017-08-07T20:13:09Z (GMT). No. of bitstreams: 1 mariaterezarodrigues.pdf: 1287001 bytes, checksum: 0dd4dfccd2f3d6044565c10a5a8c5a0e (MD5) Previous issue date: 2014-08-18 / O presente trabalho constata a existência de uma carência de docentes recorrente nas disciplinas de Artes, Filosofia, Física, Matemática, Química e Sociologia e que os mecanismos adotados pela Secretaria Estadual de Educação do Rio de Janeiro (SEEDUC) para o provimento desses professores são insuficientes para atender às necessidades das escolas. A fim de compreender essa questão, objetivou-se analisar o déficit recorrente no provimento de professores nas referidas disciplinas e propor um plano de ação com o propósito de oferecer mecanismos que atenuem as demandas por profissionais dessas disciplinas. Para evidenciar a complexidade que envolve a questão, são apresentados dados estatísticos dos anos de 2008 a 2013, descrevendo as formas de provimento de professores adotadas pela SEEDUC. O cruzamento e a análise dos dados explicitam a tentativa da Secretaria em oportunizar o ingresso de profissionais na rede, a permanência de docentes em exercício, a utilização de diferentes formas de provimento do cargo e a insuficiência dessas ações em atenuar o problema. São utilizadas entrevistas com roteiros semiestruturados com gestores da SEEDUC, que refletem a ação cotidiana de enfrentamento do problema, através da observação sistemática. O escopo da pesquisa traz a tona, ainda, a realidade de outros estados da federação, como eles vêm enfrentando o mesmo problema e quais alternativas estão sendo adotadas. São utilizados, como suporte teórico, autores como Antonio Nóvoa, Ana Maria Costa e Silva, Silke Weber, além de vasta pesquisa documental. Os resultados da pesquisa apontam que em média 47% dos candidatos aprovados em concurso público não ingressam na rede pública estadual e que a SEEDUC não dispõe do controle e monitoramento de dados relativos a entrada e saída de servidores. Com base na descrição e análise do caso, apresenta-se o Plano de Ação Educacional (PAE) que está dividido em três eixos: o primeiro diz respeito ao monitoramento dos afastamentos definitivos e temporários dos professores. O segundo eixo trata da identificação dos motivos que levam esses profissionais a não ingressarem na rede pública estadual de ensino. O terceiro eixo sugere a concessão de bolsas para licenciandos que estão cursando a graduação nas disciplinas de carência recorrente. Conclui-se que o investimento na formação de professores é essencial para a oferta de todas as disciplinas da matriz curricular aos alunos, na busca pela garantia de uma educação de qualidade. / The present work notes the existence of a recurrent lack of teachers in the disciplines of Arts, Philosophy, Physics, Mathematics, Chemistry and Sociology and the mechanisms adopted by the State Department of Education of Rio de Janeiro (SEEDUC) for the supply of these teachers are insufficient to fill the needs of schools. In order to understand this issue, the objective was to analyze the recurrent deficit in the supply of teachers in those disciplines and propose an action plan aiming to provide mechanisms that mitigate the demands for professionals in these disciplines. To demonstrate the complexity surrounding the issue, statistical data for the years 2008-2013 are presented, describing the forms of teacher supply adopted by SEEDUC. The crossing and data analysis shows the Secretariat attempt to enabling the entry of professionals in the network, the permanence of practicing teachers and the use of different means to fill the function and the failure of this actions to attenuate the problem. Are used semi-structured interviews with itinerary by managers of SEEDUC that reflect the daily action of the problem confrontation, through the systematic observation. The scope of the search brings up the reality of other federation states, as they are facing the same problem and what alternatives are being adopted. Are used as theoretical support, authors such as Antonio Nóvoa, Ana Maria Costa e Silva, Silke Weber, in addition to extensive documentary and research. The research results show that about 47% of the public concourse approved candidates don’t get in the public school and that SEEDUC don’t have the data control and monitoring of the employee entry and exit. Based on the description and analysis of the case, it presents the Educational Action Plan (EAP) which is divided into three axes: The first concerns the monitoring of definitive and temporary removals of teachers. The second axis deals with the identification of why these professionals not to join the state public school system. The third axis suggests granting scholarships to undergraduates who are enrolled in undergraduate of disciplines with recurrent shortage. It is concluded that investment in education of teachers is essential for the provision of all disciplines of curriculum to students in the pursuit for ensuring quality education.

This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.

Philosophiae Doctor - PhD / This thesis examined the difficulties experienced by Grade 6 isiXhosa-speaking learners in learning Natural Science through English as the medium of instruction at a primary school in the Western Cape. In 1994, South Africa became a democratic country where people were given the right to choose the language of learning and communication (Constitution of the Republic of South Africa, 1996). The assumption made in relation to the right to language was that this would provide equal opportunities and equal access to education for all learners. All learners would then be able to attain academic success. The study was pursued against the backdrop of the serious academic underachievement of African learners at schools around the country (often culminating in high matric failure rates), particularly in mathematics, science and technology (Probyn, 2005; Cleghorn, 2005; Taylor & Vinjevold, 1999). Following a mixed-method approach (involving both qualitative and quantitative research methods), within the constructivist paradigm, the study examined the various factors which act as barriers to learning and contribute to difficulties in learning Natural Science by Grade 6 isiXhosa-speaking learners in one school in the Western Cape. It also examined the coping strategies used in dealing with the barriers by both the learners and educators in order to address the learning difficulties. The study was conducted over a period of four months, spread over two years (2008 and 2009), in the Metropole Central Education District (MCED) of the Western Cape. The following participants were involved in the study: 205 Grade 6 learners (103 learners in 2008 and 102learners in 2009), 4 Natural Science educators (including 2 HODs), 1 principal, and 4 parents. The focus of the study was, however, on 26 isiXhosa-speaking learners (13 learners from each year in 2008 and 2009). The data were collected using the following research methods: questionnaires, classroom observation, document analysis, and interviews. The data were analysed through content analysis and (analysis of) language usage (including sentence construction), and were interpreted with respect to the study's research questions. The findings of the research revealed that language (including both the English language of learning and teaching or LOLT, and the language of science) was a major barrier to the learning of Natural Science by Grade 6 isiXhosa-speaking learners. The language barrier was exacerbated by factors within the teaching and learning context, the school environment, as well as by social factors in the learners' own home backgrounds. On the basis of the findings of the research and the related literature, the study makes recommendations regarding what could be done to address the difficulties, as well as proposals for future research. The key recommendations include: • Introducing a more flexible bilingual education policy to enable additive bilingualism to be practised by both learners and educators; • Compiling a list or glossary of words, concepts and terms that matter in Natural Science and ensuring that the learners fully understand their meaning and use them appropriately; • Educators constantly reflecting on their own teaching styles and practices in relation to their effectiveness and impact on their learners; • Educators constantly considering 'different and creative ways' of assessing learners for whom the English LOLT is not a home language; and • District Offices providing systemic support for schools and creating an enabling learning environment.

The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.

Although several studies have been conducted regarding sources of stress for teachers, as well as the coping resources deployed by teachers to manage stress, no studies were found which explored these constructs for teachers within different career stages. Similarly, several studies explored the sources of stress for teachers in different South African provinces, but no studies were found which explored stress or coping resources for teachers in Gauteng. This study aims to address this identified lack in research. Teaching ranks as one of the most stressful occupations, not only internationally, but also in South Africa and therefore, stress poses a threat to the quality of education in South Africa. This threat was recognised by the Gauteng Department of Education, and as a result, the goal to increase the wellness of teachers in Gauteng was set in the Annual Performance Plan of 2012/2013; making this study not only original, but also a necessity. High school teachers (n = 193) were selected from 23 high schools in Gauteng to participate in this study. The Sources of Work Stress Inventory (SWSI), the Coping Resource Inventory (CRI) and the Adult Career Concerns Inventory (ACCI) were used to measure sources of stress, coping resources and career stages, respectively. Pearson product correlations were analysed and significant relationships were found between different sources of work stress, coping resources and career stages. / Industrial & Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

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)

The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)