Educator stress and burnout are of major concern in the modern education system. Burnout is a condition that is common among many professions, particularly those in human services, however teaching has been credited as one of the main sources of the syndrome. Acceptance and Commitment Training is one form of treatment that may be able to ameliorate the symptoms of burnout. The present data provide an evaluation of an Online Acceptance and Commitment Training program for educators in the treatment of burnout symptoms and its effects on psychological flexibility. Altogether, nine participants took part in the study in a control group and an ACTraining group, and their pre- and post-assessments were analyzed. The results of the study yielded statistically significant reductions in the symptoms of emotional exhaustion and depersonalization related to burnout (t(4.597)=0.660, p=0.010; t(3.625)=3.341, p=0.033). The data suggest that the online program may have potential utility in reducing symptoms of burnout syndrome, and future research should be conducted to further determine the effectiveness of the program.

The merger of higher institutions in South Africa after 1994 was an important change seen by the ANC-led government to break the shackles of the apartheid era. Notwithstanding the many positives that resulted from these mergers a lot of problems were experienced. This research study sets out to investigate the impact of mergers on managers and educators in the Buffalo City Public FET College (BCC) in East London in the Eastern Cape Province. The purpose of the study was to establish whether the working conditions of managers and educators at BCC had improved and whether managers and educators of the Public FET Colleges were able to interpret the FET Act, No. 16 of 2006 properly in order to improve the operational functions of the BCC. It tried to establish what measures were taken to assist managers and educators to improve the participatory decision-making within the structure of management of the college and whether the merger had any influence on the existing human relationship between staff members from different colleges. To this end an exhaustive literature review was conducted looking at an international perspective as well as a national perspective. The empirical design was a case study which made use of structured interviews to collect data from the three satellite campuses of BCC, using managers and educators. Emerging from the case study was that the merger policies within the FET sector have not properly addressed what might be the issues which would be expected to be achieved. The FET Act, Act No. 16 of 2006 affects the operational functions of the college in such a manner that some educators decided not to transfer their services to the College Council. There was a contradiction in terms of accountability, in the sense that when the employees had grievances the Provincial Department of Education referred the matter to the College Council and the College Council referred back to the Provincial Department of Education. It seemed that nobody would like to deal with the challenges of the college. Most of the participants expressed their dissatisfaction that principals and senior managers were remained employees of the Department of Education, while they, the educators, were classified as employees of the College Council. As far as the conditions of service were concerned, the participants mentioned that the qualified educators were not interested to join the FET College sector because of the salary structure; instead they opted to join the industrial sector where they received better salaries and conditions of service than at the college. Based on the findings emerging from the literature and case study it was recommended that the college must formulate credible policies for effective and efficient operations. A committee should be established to deal with fund-raising. The college must be given a chance to govern their affairs (autonomous status) as the FET Act, Act No. 16 of 2006 stipulates very clearly. Transparency in operational issues was seen as an important prerequisite. Transparency in Public FET Colleges means handling matters in such a manner that such as done openly either in the presence of all affected parties or allowing such parties to demand explanations or documentation or both.

M.Cur. (Nursing Education) / Performance appraisal is a continuous process for identifying, evaluating and developing the work performance of nurse educators so that the goals and objectives of the college are more effectively achieved, while at the same time benefiting individual nurse educators in terms of reward and recognition of performance, professional development and career guidance. Performance appraisal entails structured formal interaction between an appraiser and appraisee, which usually takes the form of a periodic interview (annual or semiannual), in which the work performance of the appraisee is examined and discussed with a view to identifying weaknesses and strengths as well as opportunities for improvement and skills development. The challenge faced by the nurse educators is the lack of knowledge in execution of the performance appraisal. The purpose of the study is to describe guidelines to improve the performance appraisal system of nurse educators at all eight nursing colleges in Botswana. The research design is qualitative, exploratory and descriptive. Purposive sampling was used in this study to recruit nurse educators to participate in individual semistructured interviews. A qualitative open coding data analysis method was used. The researcher ensured the trustworthiness of the study by using Lincoln and Guba’s model of trustworthiness, which is based on four strategies: credibility, dependability, transferability and conformability. Inadequate knowledge among the nurse educators regarding performance appraisal emerged as the only main theme from the semi-structured interviews. Two subthemes that emerged from this theme were: inadequate knowledge of the appraisers and appraisees regarding the performance appraisal process and inadequate knowledge of the appraisers regarding mentoring and coaching of appraisees during the performance appraisal period. The theme and the sub-themes are conceptualised within the existing relevant literature, and guidelines to improve the performance appraisal system at the eight iv nursing colleges in Botswana are then described. Recommendations are made with regard to nursing education, nursing practice and nursing research. It is recommended that the nurse educators be trained in performance appraisal with emphasis on the performance appraisal process and the application of coaching and mentoring strategies throughout the performance appraisal period.

Thesis advisor: Jane Flanagan / AbstractPurpose/Specific Aims: A qualitative descriptive research design was employed to gain insights in how nurse educators describe nursing ethics from a disciplinary perspective and how they teach nursing ethics in a pre-licensure nursing program. The study aimed to identify how nurse educators describe ethical knowledge needed for nursing practice and how nursing ethics is viewed in relation to bio, medical and healthcare ethics. Rationale/Significance of Study: Recent works in nursing ethics has provided some clarity about what is needed to develop nurses who are confident in using ethical decision-making in every-day practice. Nurse educators are responsible for the development of novice nurses who can effectively practice from a disciplinary perspective rooted in nursing ethics. To date, there is scant research exploring nurse educators’ understanding of what constitutes disciplinary specific ethics and impact on daily nursing practice. This study is a necessary first step to identify how nurse educators understand the ethical warrants of their profession and the ways in which this is, or is not, transmitted to nursing students. Sample and Recruitment: Nurse educators teaching in baccalaureate nurse programs in the US were purposely recruited through the Nurse Educators Group in Facebook, with subsequent snowball sampling. The final sample consisted of 16 nurse educators who met inclusion criteria and agreed to participate in the study. Data Analysis: Data was collected using open-ended interview questions and analyzed using conventional content analysis. Data was clustered into “meaning units” from which codes and categories were derived. Codes and categories were further reexamined several times to determine if the analysis accurately portrayed the data. The codes were then developed into themes that expressed the manifestation of the content. Findings: Four major themes were identified during data analysis. They include: Inherent personal qualities guide nurses’ sense of professional ethics, The ethical nurse is a ‘good’ nurse as reflected in their practice, Disciplinary nursing ethics is not discernable from other ethics, and Nursing ethics education is inconsistent across schools of nursing. Conclusions: Findings reveal there is no common viewpoint and a lack of conceptual disciplinary language of what constitutes nursing ethics among nurse educators. The research presented here suggests there is a gap in theory and practice with respect to nursing ethics in daily practice, with implications in policy, further research and nursing education. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Submitted in fulfilment of the requirement for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2002. / The aim of this study was to pursue an investigation if mainstream educators are adequately equipped to deal with learners with special educational needs in ordinary classrooms. From the literature study it became evident that inclusive education is not simply a reform of special education but it accommodates all learners within mainstream classrooms. Changing over to inclusive education will have to be done with great responsibility, otherwise inclusive education in South Africa will be doomed from the beginning. The actual implementation of inclusive education could be highlighted as being inter alia the following: > Legislation pertaining to inclusive education. »- The community as a whole. > No learners should be excluded from mainstream schools. ► In-service training and professional development. * Children should be grouped according to chronological ages. > Class size. ► Curriculum must be readapted. ► Assessment and evaluation should be changed. *■ Programmes and facilities must be constantly monitored and assessed. »- Financial issues need to be addressed. ► Facilities will have to be suitably adapted. Successful implementation of inclusive education will depend upon an effective and responsive educators to cater for the needs of all learners. The following needs of the educator influence his perceptions of inclusive education. * Emotional needs. *- The need for knowledge and skills. > The need for support. Inclusive education would require educators to: > Have a positive attitude. * Be flexible in their thinking. > Be critical, creative and innovative in their approach to teaching and learning. To measure the educators' perceptions of inclusive education it was necessary to design a set of values, attitudes, beliefs and responsibilities against which the perceptions of the educators could be measured. The values, attitudes, beliefs and responsibilities were grouped into the following key performance areas. > Successful implementation of inclusive education. ► Educators' perceptions of an inclusive classroom. The questionnaires were completed by the school principals, deputy principals, heads of department and educators. It was analyzed and the data processed. The study confirmed that the successful implementation of inclusive education will depend on the availability of the following: > A school and district based support team. *- In-service training and ongoing retraining. > Adequate funds. » Collaboration and consultation between special and mainstream educators. *■ Guidance and counselling facilities for parents. > Parental involvement. * Accessible transport. > Physical barriers to the built-in environment. > New teaching strategies. *■ Curriculum adaptation. In conclusion a summary was presented and based on the findings of this study. The following are some of the recommendations that were made: The implementation of inclusive education in South African classrooms need changes to be made to the curriculum, institution and methods of assessment. ► Successful implementation of inclusive education depends upon South Africa's utilization and development of its human resources. > Successful implementation of inclusive education relies largely on governance and funding.

Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2008. / The aim of this study was to investigate the role of educators in the value orientation of the adolescent. The one thing that transcends language, culture, physical appearance, age and gender is the values a person cherishes and lives by. Vales are essential for life and the normative principles that ensure ease of Hie lived in common. From the literature study it becomes clear that adolescents spend most of their time at school and with their peers, and that their behaviour is shaped by what is happening at school and the values acquired at school serve as a pathway to adulthood. The literature supplied evidence that school educators play an importeint role in influencing the adolescent to adopt positive values. Neither the educator at school, nor parents at home can avoid teaching values through their words and actions. The peer group also plays a key role in the transmission of values. As a result of the adolescent's need to be accepted by the peer group he conforms to the group's values. For the purpose of the empirical investigation a self-structured questionnaire was utilised. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings from the empirical study confirmed that educators play a significant role in the value orientation of the adolescent. In conclusion a summary of the study was presented and based on the findings of the literature and empirical study, the following recommendations were made: > The inculcation of positive values which vdll enable the adolescent to function effectively in society as an adult. > A school environment that is conducive for the effective transfer of healthy value. > Further research ought to be conducted concerning the role of educators in the value orientation of the adolescent.

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No description available.

Thesis (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 85-97). Also available via Humboldt Digital Scholar.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.