Thesis (Ed.S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 51 p. Includes bibliographical references 34-39.

No description available.

Thesis (M.S.)--Oregon State University, 1983. / Typescript (photocopy). Includes bibliographical references (leaves 128-134). Also available on the World Wide Web.

published_or_final_version / Chinese / Master / Master of Philosophy

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 106-121). Also available via the World Wide Web.

This study investigated and described the manner in which school leaders in the Gauteng North province of South Africa manage substitute educators as part of a strategy to manage educator absenteeism. This study attempted to uncover what management strategies are in place when educators cannot attend to their educational duties. This qualitative case study was guided by the following research question: “How do school leaders manage substitute educators in the Northern Gauteng province?” Using a conceptual framework made up of the elements of management, namely planning, organising, leading, and controlling (van der Westhuizen, 2003), the researcher collected data using semi-structured interviews with school principals. In selecting the first research site both purposive and convenience sampling was used - the criteria for the identification of the first school was whether it uses substitute educators, while the Northern Gauteng province was selected on the basis of convenience as it is within close geographic location to the researcher. Snowball sampling was employed to identify other schools in the Northern Gauteng province that use substitute educators. Ultimately, the study involved five principals that utilize substitute educators on a regular basis. The researcher determined that the main reasons for utilizing substitute educators are for maternity leave for female educators, illnesses like cancer, the hospitalisation of educators for surgery, and also for urgent private affairs and PILIR leave. Schools are lacking policies regarding their substitute educators, which can lead to hindrances in the utilization of substitute educators. All schools have difficulty in finding substitute educators with the ability to teach languages, especially for Afrikaans Home Language, and to a lesser extent English Home Language and English First Additional Language. Other subjects that are challenging to find suitable substitute educators for are Mathematics and Physical Science. The researcher also determined that principals are mainly responsible for the planning of the utilisation of substitute educators, and to a lesser extent the SMT’s. A factor that hampers the appointment of appropriate substitute educators at schools is the availability of finances. Some schools are not able to pay competitive salaries to substitute educators, although they attempt to remunerate them on the same scale as permanent educators. Due to the fact of better remuneration at other schools, quality substitute educators are often lost. The researcher discovered that newly appointed substitute educators’ progress is continuously monitored to ensure that they are well adjusted and that all issues are addressed. The majority of substitute educators are females who were in the teaching profession but left due to family reasons or because they did not want to commit to a specific school. Furthermore, the researcher discovered that the greatest challenge for schools is not knowing in advance when educators were going to be absent. Some educators wait until the last moment to inform the principal of their absence from school. A further challenge depends on the ability of the school to manage a substitute educator. An inexperienced principal may have more difficulty to address this matter. However, most schools have adequate procedures in place to monitor and control the use of substitute educators. Time is of the essence because of the tempo at which education in South Africa takes place. Recommendations for the management of substitute educators include the design and implementation of a compulsory, comprehensive, and focused school policy on the management of substitute educators. More support from the GDE would benefit schools when they are in need of a substitute educator, perhaps even by adjusting their own policy. Substitute educators that are regularly utilised at a school must be actively involved in professional development, especially regarding discipline. Schools need to create strategies to give feedback to substitute educators when they have completed their stint. Finally, the creation of a proficient data base of all educators who desire to do substitute teaching may prove to be quite useful. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

MEd (Teacher Education) / Department of Professional Education / See the attached abstract below

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Abstract Caring is the core business of nursing and midwifery, involving a relationship in which the carer is committed to the needs of the one being cared for (Mason-Whitehead, Mcintosh, Bryan & Mason). Caring is the emotion which drives a midwife to care, the motive aimed at assisting someone to grow and self-actualise (Watson). The concern in midwifery is that irrespective of caring being central to the midwifery profession, caring taught in theoretical learning does not always translate into caring behaviour in practice. A qualitative exploratory study examined how midwifery educators impart the skill of caring during theoretical learning and clinical accompaniment, in order to respond to the general complaint made both locally and internationally that midwives are uncaring. The aim was to explore caring during theoretical learning and clinical accompaniment from the perspective of midwifery educators. Participants in the study were midwifery educators teaching midwifery in institutions of learning in Tshwane, South Africa. The naive sketch was used to gather data, wherein one central question was asked and the educators were invited to narrate and respond. Three themes emerged: the meaning of caring; how caring was conveyed during theoretical learning; and how it was conveyed during clinical accompaniment. Although the midwifery educators expressed how they conveyed caring to the learner midwives, it was not evident how caring competencies were assessed in order to ensure caring midwives at the end of training.

The thesis will establish, through philosophical argument, particularly in philosophical psychology, that professional practitioners in adult education are those who see themselves (and indeed are also seen) as agents of the integration of (a) adults' learning from their experiences (the authenticity aspect), with (b) the values of 'education' (the integrity aspect). That is, such practitioners employ 'know how' to bring such integration about, and they may ideally exemplify a kind of wisdom in 'knowing why' they act as they do. We will call this the 'integrationist' model of adult education practice. This integrationist thesis, drawing mainly upon Wittgenstein, Kant and Aristotle: * takes the very phenomenon of the practices of adult educators as its starting point, rather than analyse concepts or language per se, and treats ethical and epistemological dimensions of this practice as interwined and equally central in such phenomena; * requires extensive treatment of the formation of the 'appropriateness' or efficacy of the ethical and epistemological ingredients of professional practice, and subsumes this 'know how' in the significance of sociocultural location; * assumes such people are still 'students' in the broad sense that they are integratively learning from their practical experience and that socio-culturally located workplaces provide the most significant context for their practice (intentionality and competence are especially addressed); * re-examines the emphasis in adult education on the role of experience and the self, and accordingly revitalises a constructivist approach more firmly based in ontological considerations; * accordingly, moves beyond an atomistic conception of professional competence and the sovereignty of the agency of the individual practitioner, * develops an emphasis on teleological considerations - adding 'knowing why' to a more holistic 'know how' and, in that sense, signals a retrieval of the notion of 'vocation', with an orientation towards the attainment of the 'rightness' of practical wisdom (phronesis) as the purpose of adult education as professional practice. Integrationism is thus also constructivist: professionals in any field are expected to make a positive difference. There are general features of the analysis pertinent to any practice where adults' circumstances are up for amelioration.