Submitted in fulfillment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Education of the UNIVERSITY OF ZULULAND, 2007. / This study investigated educators' perception of bullying in schools. Literature on bullying, were reviewed. The sample consisted of 200 educators. The descriptive method of research was used to collect data with regard to educators' perceptions of bullying. An empirical survey comprising a structured questionnaire was completed by educators in the Umbumbulu Circuit of the Umlazi District in the Ethekwini Region of Kwazulu Natal. The data that was collected reflected the perceptions of the target group of educators: ~ Bullying should not be tolerated at school. ~ Respect for human dignity should prevail among all learners at school. ~ The school should be a place that promotes a safe environment. ~ Every learner's unique personality and value should be respected. ~ Support programmes should be provided for learners that bully and victims of bullying. ~ A Provincial bullying policy will ensure uniform address on this escalating violence in schools. The research revealed that bullying can occur in any group of learners whatever age or size of the members and that about two thirds of the learners have been/are bullied during their schooling years. There are many forms of bullying. The spectrum varies from relatively harmless teasing and extends to serious assault or harassment. Verbal and psychological bullying can be just as harmful and hurtful as physical violence. Sexual and racial harassment are particularly serious forms of bullying. It becomes clear from the research that there is no simple solution to bullying. It is a complex and variable problem so each school must develop its own policy. Of course this would be easier if there was a national climate of concern similar to that in Norway. Bullying has been ignored for too long. Individuals are powerless before its insidiousness but schools can adopt collective remedies which will not only help the victims but also strengthen the relationship between parents, educators and learners. The perceptions of educators' cast an illuminating light on an appalling problem that is prevalent at schools.

The need for additional studies and research into problems of art education has been recognized for several years. This realm of study has attracted a number of investigators in recent years but it is still a relatively virgin field. Despite the increasing recognition among educators of the pervasive importance of the arts to human growth, there exists an unfortunate paucity of systematic research in the areas of aims, methods, and materials in art education. / "August, 1955." / Advisor: Ivan E. Johnson, Professor Directing Study. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 31-32).

The purpose of this research was to analyze the relationship between the leadership style and teaching orientation of a random sample of pastors of solo-pastor churches in the SBC. The leadership styles that were analyzed were autocratic leadership and democratic leadership, as identified by Lewin (Lewin et al. 1939; Bass and Stogdill 1990). The teaching orientations that were analyzed were pedagogical orientation and andragogical orientation, as identified by Knowles (Knowles 1984; Knowles et al. 2005). This study was designed to clarify and build upon the findings of previous researchers who have examined the relationship between leadership and teaching (Ang 1984; Mattia 1991). This research was descriptive in nature. It used a one-phase, quantitative, correlational study model (Gall et al. 2005; Leedy and Ormrod 2005). Consistent with this type of research design, the aim was to collect data pertaining to both pastors' and congregational members' perceptions of pastoral leadership style and teaching orientation, in order to better understand the extent of the relationship between the dimensions of leadership and teaching. Specifically, through this study, the researcher sought to determine whether leadership style and teaching orientation were dependent variables, independent variables, or just related characteristics of individuals who practice both leadership and teaching. While this research study did find that a perceived change in one dimension (either leadership style or teaching orientation) did correlate to some measurable perceived change in the other dimension, the researcher concluded that leadership and teaching were largely complementary pastoral competencies, and not strictly corollary; meaning, the relationship between leadership and teaching was best expressed in quadrants, and not on a strict continuum. This research did not assess adequately whether or not a solo-pastor could either be a leader without being a teacher, or be a teacher without being a leader. The findings of this study offer limited support for two theoretical models: Situational Leadership Theory (Hersey and Blanchard 1995; Hersey et al. 2001) and Staged Self-Directed Learning (Grow 1991). Additionally, based on the findings in this study, the researcher proposes a theoretic model of Cross-Perceptual Teaching. KEYWORDS: ADLS, Andragogical, Autocratic, Congruency, Democratic, EDQ, EOQ, Knowles, Leadership Style, Lewin, Mattia, Molero, PADLS, PLTOQ, Pedagogical, RBLS&TOQ, Situational Leadership, Teaching Orientation.

The purpose of the study was to design and validate an instrument designed to investigate teachers' attitudes in regard to adolescent sexuality education. Test development adhered to the guidelines of Aligna and Crocker. Cronbach alpha was performed on the entire instrument and determined the reliability to be .8003, thus the instrument was consistent in measuring the domain areas. A panel of experts assessed content validity of items. A principal component factor analysis and a Pearson's product moment correlation were used for construct validity. Teacher concerns about curriculum implementation, teacher comfort with the subject matter, course-specific teacher attitudes, teacher interest about curriculum content, and teacher attitudes toward sexuality were found to be the constructs of the TACTS.

The problem considered involved assessing willingness of educators to participate in a study offering monetary incentives. Determination of willingness was implemented by sending educators a packet requesting return of a postcard to indicate willingness to participate. The purpose was twofold: to determine the effect of a monetary incentive upon willingness of educators to participate in a research study, and to analyze implications for mail questionnaire studies. A sample of 600 educators was chosen from directories of eleven public schools in north Texas. It included equal numbers of male and female teachers and male and female administrators. Subjects were assigned to one of twelve groups. No two from a school were assigned to different levels of the inducement variable.

The problems with which this study is concerned are to determine the applicability of the systems analysis process to educational settings and to provide data concerning the beliefs and attitudes of educators concerning educational computing. A questionnaire was used in a case study of a medium-sized Texas independent school district to measure the beliefs and attitudes of educators toward educational applications of computers. Chi-square goodness of fit tests that use specified frequencies were applied for each statement and each corresponding distribution of responses.

This study investigated, gathered, and organized information not previously available regarding the perceptions of school faculty (SF), teacher candidates (TC), and university faculty (UF) relating to the effectiveness of the PDS partnership between Grant University (GU) and Adam Elementary School (AES). Although participants in the PDS perceived the partnership was successful, data had not been collected from the participants. Data were not available to assess whether or not the list of responsibilities for SF and UF presented in the AES/GU PDS Agreement were being completed. A mixed-methods survey-methodology with the use of questionnaires provided a framework for the study. Semi-structured interviews and narrative responses substantiated and supported discoveries in data. Cross-sectional surveys collected data from differing segments of the population at a specific time showing the perceptions of those segments of the population. The collection of data is from three population groups (school faculty, teacher candidates, university faculty) during two years. The study describes the perceptions, both positive and negative of teacher candidates, university faculty, and school faculty. / Department of Educational Leadership

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Fetal Alcohol Spectrum Disorder, which is the most common cause of mental and learning disabilities in the world, is totally preventable. Fetal Alcohol Spectrum Disorder is not a genetic or inherited condition; however, it is permanent and reduces human potential. There is no cure or treatment. Fetal Alcohol Spectrum Disorder does not distinguish between race, class or culture and can affect children from all socio-economic groups. It is however more prevalent amongst poor, uneducated, uninformed and marginalised (minority groups) or aboriginal communities due to a variety of historical, sociopolitical and economic reasons. Fetal Alcohol Spectrum Disorder has become a public health problem in South Africa in provinces like the Western and Northern Cape (winegrowing areas), where substantial research has been conducted and where alcohol abuse can be traced back to the ‘dop’ system. The highest documented prevalence of Fetal Alcohol Spectrum Disorder in the world has been identified in these provinces amongst a marginalised group of people classified in South Africa as ‘coloured’. A substantial amount of research has been conducted on the characteristics, manifestation and prevalence of Fetal Alcohol Spectrum Disorder in South Africa, but no research has yet been done to ascertain educators’ knowledge of and attitude to learners with Fetal Alcohol Spectrum Disorder. In view of the high prevalence of Fetal Alcohol Spectrum Disorder in South Africa, and the possibility that many of the learners with learning and behavioural problems in our schools could be victims of Fetal Alcohol Spectrum Disorder (also known as a ‘hidden disability’) I concentrated my research on schools situated in low socio-economic areas on the Cape Flats where poverty and unemployment are high and shebeens are plentiful. Through this research I firstly wished to establish how much knowledge educators have of Fetal Alcohol Spectrum Disorder and what their attitudes are toward learners manifesting the disorder. Secondly, my aim was to ascertain to what extent educators are able to support and identify these learners. Qualitative research methods and an interpretive constructivist paradigm were used to conduct the study. Data was primarily collected through the use of interviews, focus group discussions, observations and a research journal. Nine participants, from three different low socio-economic schools (one from each educational phase) on the Cape Flats, were involved. Themes that emerged from the data were analysed and recorded through the constant comparative method. They are discussed together with the research findings. This study revealed important issues pertaining to educators’ knowledge of Fetal Alcohol Spectrum Disorder and whether they are able to assist learners presenting with this disorder in mainstream education in South Africa. A number of recommendations are made for further research in this field. / AFRIKAANSE OPSOMMING: Fetale Alkohol Spektrumsindroom, wat as die algemeenste oorsaak van verstandelike en leergestremdhede in die wêreld beskou word, is ʼn sindroom wat voorkom kan word. Die sindroom is nie geneties of oorerflik nie, maar die skade is permanent omdat daar geen behandeling en teenmiddel is nie. Dit het gevolglik ʼn negatiewe impak op menslike vermoëns. Fetale Alkohol Spektrumsindroom kan kinders van alle sosioekonomiese groepe affekteer en alhoewel dit nie kultuur-, ras- of klasgebonde is nie, is dit oorwegend ʼn algemene verskynsel onder groepe met ʼn lae opvoedingspeil, diegene wat oningelig en gemarginaliseer is (minderheidsgroepe) of dié wat as inboorlinggemeenskappe bekend staan, wat toegeskryf kan word aan verskeie historiese, sosio-politieke en ekonomiese redes. Fetale Alkohol Spektrumsindroom is tans ʼn openbare gesondheidsprobleem in Suid-Afrika, veral in die wynstreke van die Wes- en Noord-Kaap. Omvattende navorsing is al in genoemde provinsies gedoen waar alkoholmisbruik ʼn lang aanloop het en verbind word met die dopstelsel. Die Wes-Kaap en Noord-Kaap is alombekend as provinsies met die hoogste voorkomsyfer van Fetale Alkohol Spektrumsindroom FASD in die wêreld, veral onder ʼn gemarginaliseerde groep mense wat as die kleurlinge’ bekend staan. Alhoewel omvattende navorsing oor die karaktereienskappe, manifestasies en voorkoms van Fetale Alkohol Spektrumsindroom in Suid-Afrika reeds gedoen is, kon geen navorsing gevind word wat die kennis van opvoeders en hul en houdings jeens leerders met Fetale Alkohol Spektrumsindroom probeer vasstel nie. As die hoë voorkoms van Fetale Alkohol Spektrumsindroom in ag geneem word, asook die moontlikheid dat baie leerders in ons skole leer- en gedragsprobleme manifesteer, kan daar waarskynlik slagoffers van Fetale Alkohol Spektrumsindroom wees en wie se gestremdhede dus ‘onsigbaar’ is. My navorsing fokus daarom hoofsaaklik op skole in die lae sosio-ekonomiese areas van die Kaapse Vlakte, waar armoede en werkloosheid hoogty vier en waar daar ʼn hoë voorkoms van onwettige drankwinkels (‘sjebiens’) is. My primêre doel met hierdie navorsing was om die kennis van onderwysers oor Fetale Alkohol Spektrumsindroom te bepaal en om die houding van opvoeders jeens leerders wat met kenmerke van hierdie sindroom vas te stel. Ek wou ook vasstel tot welke mate opvoeders bevoeg om is leerders met Fetale Alkohol Spektrumsindroom te identifiseer en te ondersteun. Kwalitatiewe navorsingsmetodes en ʼn interpretatiewe konstruktivistiese paradigma is in die studie gebruik. Data is primêr ingesamel met behulp van onderhoude, fokusgroep-besprekings, observasies en ʼn navorsingsjoernaal. Nege deelnemers verbonde aan drie verskillende skole met lae sosio-ekonomiese vlakke (een opvoeder van elke opvoedingsfase), op die Kaapse Vlakte was by die studie betrokke. Temas wat blootgelê is deur die data is ontleed en by wyse van die konstante vergelykende metode opgeneem. Hulle word saam met die navorsingsbevindings bespreek. Die navorsing toon belangrike aspekte van opvoeders se kennis van Fetale Alkohol Spektrumsindroom. Dit bevraagteken ook of hoofstroom-opvoeders in staat is om leerders met Fetale Alkohol Spektrumsindroom te ondersteun. Voortspruitend uit die bevindings word aanbevelings gemaak vir verdere ondersoeke op hierdie gebied.