Esta pesquisa tem por objetivo analisar a presença e as demandas da educação infantil no Conselho Municipal de Educação de Ribeirão Preto (CMERP), levando-se em consideração a garantia do direito à educação das crianças de zero a cinco anos. Dessa forma, foi realizada a análise de documentos pertinentes a partir dos seguintes aspectos norteadores: atuação de profissionais da EI no CMERP; atuação do CMERP na definição de políticas públicas deste município e a postura da Secretaria Municipal de Educação tendo em vista as questões discutidas nas atas das reuniões ordinárias e extraordinárias. Estes documentos foram estudados à luz das normativas e do que a literatura apresenta sobre o tema. Com isso, pretendeu-se explicitar como a EI tem sido abordada em um órgão participativo, como o CMERP. O avanço da gestão democrática no Brasil refletiu na crescente presença de fóruns participativos e, com isso, aumentou-se o número de pesquisas a respeito que apresentam como estas instituições têm mediado a relação entre a sociedade civil e o Poder Público. No entanto, percebemos que a discussão proposta neste trabalho, envolvendo o Conselho Municipal de Educação e a primeira etapa da educação básica, tem sido pouco abordada em pesquisas acadêmicas. Com isso, justificamos o presente tema para o qual realizamos a análise das legislações e dos dados retirados das atas das reuniões do CMERP, do Plano Municipal de Educação de Ribeirão Preto e das entrevistas que envolveram membros deste Conselho. Assim, pudemos constatar que o CMERP é um conselho em funcionamento que tem cumprido com suas atribuições determinadas em seu Regimento Interno e que há representantes da EI que garantem a discussão a respeito. Porém, a presença do Poder Executivo ainda ocorre de maneira muito marcante e percebemos que ela se configura como um dos desafios para a garantia de direitos em meio a uma gestão democrática / This research aims to analyse the presence and demands on early childhood education and the Municipal Education Council of Ribeirão Preto (CMERP- in Portuguese), taking into account the guarantee of the right to education of children from zero to five years old. Therefore, the analyzes of pertinent documents were carried out based on the following guiding principles: the performance of EI professionals at CMERP, CMERP performance in defining public policies of this city and the position of the City Bureau of Education in view of the questions discussed in the minutes during the ordinary and extraordinary meetings. These documents were analysed under the rules and from what the literature presents on the subject. Hence, it was intended to make explicit how EI has been brought up in a collaborative organization, such as CMERP. The advance of democratic management in Brazil reflected in the growing presence in participative forums and, therefore, the number of researches related to how these institutions have interfered the relation between the civil society and the Public Power have increased. However, we realize that the discussion proposed in this project, involving the Municipal Education Council and the first stage of basic education, has been little discussed in academic researches. Hence, we justify the present subject for which we carry out the analyzes of legislations and data taken from the minutes of the meeting at CMERP, the Local Plan of Education of Ribeirão Preto and from the interviews that involved members of this Council. Thus, we could verify that CMERP is a functioning council that has accomplished its assignments determined in the Internal Regulation and there are EI representatives that guarantee the discussion about it. However, the presence of the Executive Power still occurs in a very remarkable way and we realize it is arranged as one of the challenges to guarantee the rights in the midst of a democratic management

Para analisar as potencialidades e limitações do projeto político pedagógico (PPP), enquanto instrumento de direcionamento estratégico e fortalecimento dos valores culturais de uma escola pública, foi realizada uma pesquisa descritiva que teve como eixo central um estudo de caso único de uma instituição de ensino da rede municipal de São Paulo, a EMEF Padre José Pegoraro. O atual PPP da organização foi o ponto de partida para uma análise baseada na abordagem contextualista de Pettigrew (1985). A escolha metodológica da investigação priorizou entrevistas semiestruturadas com a diretora, a coordenadora pedagógica e 5 professores; observações não-participantes de reuniões de planejamento, onde a Direção apresentou o PPP e propôs sua discussão; análise documental; e observação participante da implementação do projeto Criativos da Escola. A pesquisa de campo apontou alguns limitadores para o processo participativo de elaboração do PPP nas escolas públicas, que impactam sua capacidade de direcionar estrategicamente a gestão e fortalecer os valores organizacionais: os escassos espaços de convivência da equipe da escola e dela com seus stakeholders; as crenças que separam aqueles que decidem daqueles que executam; as vivências restritas de participação dentro e fora da escola; as diferenças de visão que a Direção e a comunidade têm sobre o papel da escola, o PPP e o seu processo de elaboração; a dificuldade de administrar as demandas do dia a dia e criar espaços de reflexão sobre as práticas de gestão. Este estudo de caso também possibilitou identificar fatores determinantes para o direcionamento estratégico do PPP, como a existência de um plano de ação que detalhe como o grupo pretende efetivar o projeto e a realização de avaliações das práticas e de suas contribuições com o PPP. O projeto político pedagógico e a gestão democrática são construções sociais que se dão no meio de contradições e conflitos de interesses. O desafio do grupo gestor das escolas é contribuir para criar um ambiente organizacional de aprendizagem e uma cultura de participação, os quais consolidem valores de gestão democrática e cidadania. / In order to be able to analyze both the potentialities and limitations of a political pedagogic project (PPP), seen as the instrument of a strategic and empowering direction of cultural values in the public school, a descriptive survey was carried out, whose core was a single case study of a school of the São Paulo municipal system, EMEF Padre José Pegoraro. The organization\'s current PPP was the baseline for an analysis based upon Pettigrew\'s (1985) contextual approach. The methodological choice of the investigation prioritized semi-structured interviews with the school\'s principal, pedagogic coordinator and five teachers; non-participant planning meeting observations, where the administration presented and discussed the proposed PPP; documental analysis; participative observation of the implementation of the Criativos da Escola project. The field survey appointed certain restrainers to the participative process in the development of the PPP in public schools, which impacts its capacity to strategically orientate the management and empower the organizational values: the scarce living spaces for the school staff, and the school itself and its stakeholders; the believes that divide those who decide from those who execute; the limited participation experiences both inside and outside the school; the different visions the administration and the community have about the role the school plays, the PPP and its elaboration process; the difficulty to manage the daily demands and to create spaces of reflection about the management practices. The case study herein has also made it possible to identify determinant factors for the PPP strategic direction, seen as the existence of an action plan that details how the group intends to implement the project and the practice assessment, and their contributions to the PPP. The political pedagogic project and the democratic administration are social entities existing in the middle of contradictions and conflicts of interest. The challenge the school\'s management group faces is to contribute to the creation of an organizational environment of learning and a participative culture which consolidates values of democratic management and citizenship.

Universities, facing both pressures and opportunities created by globalisation, are currently seeking a way to reinforce their capabilities by enhancing their academic strength through internationalisation. In such a setting, the development of international partnerships has been increasingly recognised as a central strategy for the success of internationalisation. Understanding the increasing importance of international partnerships for universities, this study will attempt to understand what could make a successful partnership and identify which management approach is most likely to realise a successful international partnership between universities. A successful international partnership in this thesis is assumed to be the one that is able to function smoothly and effectively towards achieving the goals set by the partnership. This thesis argues that the best management approach for successful international partnerships is a phase- and principle-based management approach. This approach enables a partnership to facilitate the essential ‘phases’ of development and sustainable growth by embedding some critical principles into its management practices to facilitate those essential ‘phases’. This study proposes there are three essential phases and three critical principles. The three essential phases are ‘building a partnership’, ‘consolidation and catalysing maturity’ and ‘maintaining a positive cycle between growth and consolidation’. The three critical principles are accountability, transparency, and learning capacity. While discussing a phase- and principle-based management approach, this thesis develops the premise that an international university partnership is an organic and dynamic phenomenon and the success of an international partnership is underpinned by entrepreneurial culture. This thesis involves case studies with multiple universities from Japan, the United Kingdom, Belgium, Sweden, and Australia, engaging in different types of international partnerships. Through the case studies, this thesis explores whether existing universities consider the three phases and the three critical principles as important, and how they have developed and improved their management structures and processes to implement their international partnerships. To be more precise, two types of international university partnerships are studied, namely a partial and task-specific double degree programme (DDP) partnership between a Japanese university and its partners, which is an example of a standard management model, and a comprehensive and organised strategic alliance between multiple universities from different countries, which is an example of the best management model. Those two models are compared using the phase- and principle-based model as comparator criteria. International university partnership development in a Japanese context is another key theme. This thesis examines the state of international partnerships recently developed by Japanese universities. It makes a comparison of the current situation of Japanese universities using the best identified management model. At present, the most popular type of international partnership in Japanese higher education is that of a DDP, which is a basic and task-specific type of partnership. Many universities around the world are developing DDP partnerships. Such partnerships are therefore appropriate for a case study of a standard management approach. To examine the DDP partnerships developed by a Japanese university, this thesis focuses on the case of Kyushu University, Japan and its partners; the aim is to identify the strengths and weaknesses of a basic and task-specific partnership model with respect to current and future circumstances. This thesis studies the strategic alliance between Monash University and the University of Warwick for the best management approach. The Monash Warwick Alliance is an advanced comprehensive partnership with diverse projects involving wide range of stakeholders including researchers, educators, students, administrators, and outside stakeholders. Considering its broad range of scope and stakeholders, it could embrace greater complexity in terms of management, thereby more mature and sophisticated management structures and processes could be required. Based upon understanding the essential features of the best management approach, this thesis attempts to figure out whether and how the limitations of a partial and task-specific DDP partnership, could be rectified and provide recommendations for universities in Japan to aid the further advancement of their international partnership projects and the overall internationalisation of universities. Possible improvements suggest that their management structure should possess the capability to steer and coordinate a partnership by developing accountable management structures and implementing effective communication and information strategies, developing a vigorous system of quality and performance review, creating a mechanism to institutionalise learning, and integrating expertise in the management structures and processes.

The Master's thesis deals with the history of education system in the Czech Republic and with the school management as closely related to the issue. The main focus is put on the historical development of the education system and its management in the town of Kralovice, West Bohemia. The aim of the thesis is therefore to demonstrate the gradual development and changes of the system in connection with the development of the school management within the mentioned territory. In particular, the most significant reforms and events affecting the education system are analysed in the study. The comprehensive view on the general development of the system and its management produced by the thesis can be beneficial for the pedagogical and administrative employees of every management level as well as for the local teachers, students and inhabitants of Kralovice.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / O presente trabalho abordou a temÃtica da qualidade do ensino universitÃrio brasileiro. Para tal, buscou identificar a associaÃÃo que hà entre a qualidade da gestÃo e da docÃncia em cursos de graduaÃÃo, com os resultados do Conceito Preliminar de Cursos (CPC). A avaliaÃÃo da qualidade dos cursos de graduaÃÃo foi tratada com o auxilio do modelo conhecido pelo anagrama CIPP â contexto, insumos (inputs), processos e produtos (outputs), o qual abrange os momentos de planejamento e estruturaÃÃo das decisÃes, implementaÃÃo e reciclagem das decisÃes. Para cada um desses momentos existe uma forma especÃfica para avaliaÃÃo: (1) - avaliaÃÃo do contexto; (2) â avaliaÃÃo dos insumos (input); (3) â avaliaÃÃo de processos e, finalmente, (4) â avaliaÃÃo do produto. A presente pesquisa foi desenvolvida em uma amostra de 35 cursos de graduaÃÃo da Universidade Federal do Cearà (UFC), que possuem CPC, de um universo de 112 cursos, divididos em Grupo Inferior ( CPC &#8804; 2 ), Grupo Mediano ( 2 < CPC &#8804; 3 ) e Grupo Superior ( CPC > 3 ). Foi enviado um e-mail-grupo para 16.383 alunos regularmente matriculados nos 35 cursos, obtendo-se 1.433 respondentes ao questionÃrio de avaliaÃÃo da qualidade da docÃncia e 1.178 respondentes ao questionÃrio de avaliaÃÃo de qualidade da gestÃo acadÃmica. Os resultados indicaram existir associaÃÃo positiva entre a qualidade do curso e as notas do CPC. Com relaÃÃo à gestÃo acadÃmica, foi verificado que do grupo inferior para o grupo mediano houve uma associaÃÃo positiva, entretanto do grupo mediano para o grupo superior, houve um decrÃscimo em termos de qualidade avaliada pelos discentes, demonstrando baixa qualidade da gestÃo acadÃmica nos cursos de excelÃncia. No caso da docÃncia, apurou-se que o planejamento pedagÃgico foi muito bem avaliado, ocorrendo o inverso na atuaÃÃo docente e em sala de aula. Como indicaÃÃo de trabalhos futuros temos: a) aprofundar investigaÃÃo acerca da execuÃÃo da atuaÃÃo docente em sala de aula e b) averiguar o motivo da baixa qualidade da gestÃo nos cursos de excelÃncia. / This study addressed the issue of the teachinig quality of university level. To this end, we sought to identify the association that exists between the quality of management and teaching in undergraduate courses, with the results of the Concept Preliminary of Course (CPC). Assessing the quality of undergraduate courses was treated using the aid of the model known by the anagram CIPP - context, inputs, processes and products, which covers the phases of planning and decision structuring, implementation and decisions recycling. For each of these moments there is a specific way of assessing it: (1) â Context evaluation; (2) â Inputs evaluation (input); (3) - Process evaluation and, finally, (4) â Product evaluation. This research was conducted on a sample of 35 undergraduate courses of the Federal University of Cearà (UFC), who possesses CPC, of a universe of 112 courses, divided into Lower Group ( CPC &#8804; 2 ), Average Group (2 < CPC &#8804; 3), and Superior Group ( CPC > 3 ). It was sent an email for 16,383 students regularly enrolled in the 35 courses sampled, yielding 1,433 respondents to the questionnaire for evaluating the teaching quality, and 1,178 respondents to the evaluation of academic management quality questionnaire. The results indicated that there is a positive association between the course quality and the CPC scores. With relation to academic management, it was found that the lower to the middle group there was a positive association, however from the median to the upper group, it was identified a decrease in the quality evaluated by students, demonstrating low management quality in academic courses of excellence. In the case of teaching, it was found that pedagogical planning was highly rated, while the opposite occurred in the classroom teaching practice. As an indication to future work are listed: a) further research on the implementation of classroom teaching practice, and b) investigate the reason for the identified low quality for the management in courses of excellence.

Made available in DSpace on 2016-04-28T20:19:14Z (GMT). No. of bitstreams: 1 2007-Madalena Thiry Penna Firme.pdf: 754158 bytes, checksum: 6617da21e64d3a91e17d7ba9de2e4b71 (MD5) Previous issue date: 2007-08-28 / The present work focuses the complexity in the management of public education. New technologies, new job relations, new ideas in the organizations lead to transformations in the way education is viewed. Education can not be na?ve as political, economic and social dimensions interact and interfere in the school, thus generating a diversity. At the same time, the education organization has a proper, distinct singularity, different from other organizations, which distinguishes its goals from those of others. The unit and the diversity coexist in education and the conscience of this perspective can bring a new look and, a new paradigm for its management. The main objective of this work is to contribute to the study of management of public education, from the combination of concepts, ideas and the experience in a school of professional education in Rio de Janeiro. Based on this thought, the work assumes that its singularity emerges from the complexity of an organization of public education. The evolution of western scientific thought; the complexity; the evolution of main theories of organization and models of management; the critical thought about public education management in Brazil and the evolution of the professional education in Brazil formed the pillars of the theoretical study. This work is methodologically based in complex thought, especially on proposals by Edgar Morin. Under the light of complex thought, then, this work used a combination of methods and techniques. A case study of a school of professional education was carried through search for its basic complexity .It is believed that chance, disorder and uncertainty are not perceived in a simple and quantitative way. For this reason, the ethnographic method of research was chosen were it is possible to perceive and choose from reality that which is not perceived by conventional research methods. A research with open questions was made to identify the singularities of the target school. Besides, through interviews and participant observation it was possible to establish relations between antagonisms considered by Perrenoud and the complexity presented by Morin. From these relations, it was possible to live the complexity and to identify the singularity as one of its aspects. / O presente trabalho tem como tema a complexidade na gest?o da educa??o p?blica. Novas tecnologias, novas rela??es de trabalho, novas id?ias nas organiza??es, conduziram transforma??es na forma de pensar a educa??o.A educa??o n?o pode ser ing?nua e as dimens?es pol?tica, econ?mica e social interagem e interferem na escola, gerando assim, uma diversidade. Ao mesmo tempo, a organiza??o de educa??o tem uma singularidade pr?pria, distinta das demais organiza??es, pois seus fins a distinguem das outras. A unidade e a diversidade convivem na educa??o e a consci?ncia dessa perspectiva pode trazer um novo olhar, um novo paradigma para a sua gest?o. O objetivo geral neste trabalho ? contribuir para o estudo sobre a gest?o da educa??o p?blica, a partir da combina??o de conceitos, de id?ias e da viv?ncia em uma escola de educa??o profissional do Rio de Janeiro. Baseado nesse pensamento, este trabalho tem como suposi??o que da complexidade de uma organiza??o de educa??o p?blica emerge a sua singularidade. A evolu??o do pensamento cient?fico ocidental; a complexidade; a evolu??o das principais teorias de organiza??es e modelos de gest?o; o pensamento cr?tico sobre a gest?o da educa??o p?blica no Brasil e a evolu??o da educa??o profissional no Brasil formaram os pilares da fundamenta??o te?rica. Este trabalho tem como base metodol?gica o pensamento complexo, baseado em proposi??es de Edgar Morin. Sob a luz do pensamento complexo, ent?o, este trabalho utilizou uma combina??o de m?todos e t?cnicas. Foi realizado um estudo de caso de uma escola de educa??o profissional para se tentar buscar a complexidade na base. Existe a consci?ncia aqui de que n?o se percebe de maneira simples e quantitativa o acaso, a desordem, a incerteza. Nesse sentido, o m?todo de pesquisa escolhido foi o etnogr?fico, a partir do qual poder-se-ia perceber e retirar da realidade o que n?o se percebe apenas por meio de m?todos convencionais de pesquisa.Uma pesquisa com perguntas abertas foi feita para identificar as singularidades da escola pesquisada. E, a partir de entrevistas em profundidade e de uma observa??o participante, foi poss?vel fazer rela??es com os antagonismos propostos por Perrenoud e com as avenidas da complexidade apresentadas por Morin. Dessas rela??es, foi poss?vel viver a complexidade e identificar a singularidade como um de seus dos aspectos.

O Sistema Único de Saúde, para consolidar-se, necessita de profissionais alinhados com seus princípios doutrinários. Para tanto, além de mudanças na formação profissional, são necessárias ações de Educação Permanente em Saúde para ajustar as competências dos profissionais às necessidades do sistema. Considerando a importância de tais ações e os investimentos necessários para sua execução, é essencial avaliar seus resultados. Na área da saúde, no Brasil e internacionalmente, os estudos sobre esta temática têm mostrado que as avaliações de reação e aprendizagem são as mais amplamente utilizadas, sendo poucos os que avançam no sentido de avaliar o impacto dessas ações e de estabelecer relações entre os níveis de avaliação. Diante disso, o presente estudo propôs-se a analisar um treinamento de bastante relevância para a atenção primária: o Curso Introdutório à Estratégia Saúde da Família. Os objetivos específicos compreenderam - a análise dos planos instrucionais, a avaliação da satisfação de treinandos e instrutores, a avaliação da aprendizagem, a auto-avaliação de impacto e a verificação de existência de relações entre as variáveis das avaliações. Com delineamento correlacional, foram analisadas 291 avaliações, abrangendo as avaliações de satisfação, aprendizagem e impacto, além de três planos instrucionais de uma instituição filantrópica, atuante na Atenção Primária, na cidade de São Paulo. Responderam às avaliações: seis instrutores, 66 treinandos participantes dos Cursos dos meses de agosto e setembro de 2011 (turma A) e 52 participantes entre os anos de 2005 e início de 2011 (turma B). A análise dos planos instrucionais evidenciou que os objetivos do curso não correspondem ao recomendado pelo Ministério da Saúde, dentre outros, por não estarem descritos nas competências esperadas. Tanto instrutores como treinandos apresentaram bons escores de satisfação com relação ao curso, 77,6% e 74,4%, respectivamente. Houve diferença estatisticamente significativa na aprendizagem quando comparadas as avaliações nos momentos pré e pós treinamento (p=0,29), embora as notas médias tenham sido baixas nos dois momentos, sendo a pré 4,9 e a pós 5,5. Os profissionais com graduação apresentaram melhores desempenhos nos dois momentos de avaliação (p=0,02) em relação àqueles de nível médio e profissionalizante. Quanto ao impacto, os escores das duas turmas foram 38,1 (A) e 39 (B), não havendo diferença estatisticamente significativa (p=0,52). Foi identificada a associação entre satisfação e impacto (p=0,023). Os instrumentos de avaliação de satisfação e de impacto apresentaram confiabilidade constatada pelo Alpha de Cronbach 0,9 e 0,78, respectivamente. Dentre as principais conclusões, aponto: o aumento do conhecimento dos participantes após o Curso, com o qual se apresentaram satisfeitos e cujos conhecimentos estão sendo utilizados na prática profissional. Estes resultados contribuem com importantes informações para retroalimentar o planejamento e desenvolvimento do Curso Introdutório, bem como para a construção de uma metodologia de avaliação de ações educativas voltadas aos profissionais da área da saúde. Recomendo, por fim, a implementação de investigações científicas, nas dimensões teóricas e metodológicas da avaliação de programas de treinamento. / The Brazilian National Health Care System (SUS), in order to consolidate itself, needs professionals aligned with their doctrinal principles. To do so, as well as make changes in vocational training, actions are required for Continuing Education in Health to adjust the professional skills according to the needs of the system. Considering the importance of such actions and investments needed for their implementation, it is essential to evaluate their results. In the health areas in Brazil and internationally, studies on this particular subject have shown that the assessments of reaction and learning are the most widely used, and few are advancing in order to assess the impact of these actions and to establish relationships between the levels of assessment. With this in mind, the present study proposed to examine a very important training for primary care: The Introductory Course to the Family Health Strategy. Specific objectives included - the analysis of instructional plans, assessment of satisfaction of trainees and instructors, the assessment of learning, self-impact assessment and verification of the existence of relationships between variables of assessment. With correlational design, 291 assessments were analyzed, including assessments of satisfaction, learning and impact, and three instructional plans for a philanthropic institution, active in Primary Care, in the city of Sao Paulo, Brazil. Responders to the assessments included: six instructors, 66 trainees participating in the courses of the months of August and September 2011 (class A) and 52 participants between 2005 and early 2011 (class B). The analysis of the plans showed that the instructional objectives of the course do not correspond with what is recommended by the Ministry of Health, among others, because they are not described in the competencies expected. Both instructors and trainees had good scores for satisfaction in relation to the course, 77.6% and 74.4% respectively. There was a statistically significant difference in learning when compared to assessments in the pre and post training (p=0.29), although the average scores were low at both time intervals, with the pre 4.9 and post 5.5. Professionals with graduate levels showed better performances in the two time intervals (p = 0) when compared to mid-level and professional. As for the impact, scores of the two groups were 38.1 (A) and 39 (B), with no statistically significant difference (p=0.52). An association was identified between satisfaction and of impact (p=0.023). Assessment instruments of satisfaction and impact showed reliability as confirmed by Cronbach\'s alpha 0.78 and 0.9, respectively. The main findings pointed out: an increase in knowledge of the participants after the course, with which they presented satisfaction and learned those skills that are being used in professional practice. These findings contribute important information to feedback for the planning and development of the introductory course as well as for the construction of a methodology for assessing educational activities directed to health professionals. In conclusion, the implementation of scientific research in theoretical and methodological dimensions of the assessment of training programs is recommended.

The aim of this diploma thesis is to identify differences in the perception of the quality of further education processes from the viewpoint of the participant, the lecturer and the director of the educational institution. The partial aim of the thesis is to confirm or to rebut the hypothesis based on experience from one's own practice that the lector is the most important factor influencing the quality of further education processes. The theoretical part is divided into two chapters, the first chapter characterizing the process and the quality of further education including the methods and tools used to manage the quality of the processes in further education, the role of quality management in the organizations providing further education. The second chapter deals with various factors influencing the quality of the continuing education processes. The practical part of the thesis includes a research of the quality of the processes of further education, in which quantitative and qualitative methods are used. Outputs from the research survey provide the basis for answering research questions and confirming or refuting the hypothesis. Quantitative research uses a questionnaire survey for participants in further education that looks at their view on the quality of further education. The results of the...

American higher education in general, and Historically Black Colleges and Universities (HBCUs) in particular, have experienced a 30-year decline in faculty satisfaction, which has had a negative impact on overall institutional effectiveness. The purpose of this phenomenological case study was to explore managerial solutions for faculty satisfaction by applying Herzberg's 2-factor theory to the insights and experiences of 12 tenure-track faculty members at an HBCU in the southeastern United States. Data were collected through semistructured interviews. The results were sorted, coded, and organized using content analysis software into key Herzberg factors that influenced faculty satisfaction at the study site. Work conditions, institutional administration and policies, personal attainment, and the nature of work were the primary themes. One major cause of faculty dissatisfaction was difficulty in teaching underprepared students. The results suggest the institution should focus on faculty development initiatives for effective teaching strategies, develop a faculty on-boarding process, establish an administrative leadership program, and improve the tenure and promotion process. Upon their implementation, such initiatives will promote a positive ambiance at the study site and improve faculty satisfaction and, thus, overall institutional effectiveness. The results are also applicable to similar institutions aspiring to enhance, faculty performance, satisfaction, and organizational excellence. The results of this study also create positive social change by providing managerial research that contributes to the vibrancy of Historically Black Colleges and Universities.

SUMMARY Modern dynamic society constantly raises new requiremant towards existing education systems. One of the most important factors determining the implementation of alteration are both the readiness of a teacher to alter and rise of shoolmasters qualification, that is the understanding of a new role, permanent training, the ability to think, interpret and find the most proper decisions solo. In this work is analyzed the problem: What reasons determine the involvement of schoolmasters in qualification improvement events? The purpose of the work is to analyze the training of staff in at different schools of general training. To reach this purpose the following tasks are projected: 1) to fulfill the analysis of literature sources studying the training of staff; 2) to unfold the attitude of school administration towards staff training; 3) to unfold teachers attitude towards staff training. Fulfilling practical research the aim is either to deny or to confirm the hypothesis that teacher take part in qualification improvement event stimulated with their inner motivation of qualification improvement. The objects of the research are gymnasium, secondary, common and primary schools and their teachers and heads. The research has been fulfilled with the help of questionnaires and interviews. The work consist of the following parts: content, preface, 3 chapters, conclusions and offers, the list of literature and annotation. In the first chapter the analysis of literature sources... [to full text]