The author's thesis, University of Michigan. / eContent provider-neutral record in process. Description based on print version record.

The author's thesis, University of Michigan.

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1994. / Vita. Includes bibliographical references (leaves 110-111).

National Board-certified (NBC) teachers are recognized as accomplished teachers who have met the National Board's stringent standards. These teachers are encouraged to serve as mentors to novice teachers and veteran teachers in candidacy for National Board Certification. This study identified and compared the career and psychosocial mentoring functions that NBC teacher mentors and non-NBC teacher mentors perceived they provided to their protégés' at the elementary grade levels. National Board-certified protégés' perceptions of having the functions provided were compared with those of their teacher mentors and with the protégés' of non-NBC teacher mentors. The research was conducted in a large urban school district in Florida and included 190 participants: 95 mentors and their protégés'. The teacher mentors' perceptions of having provided the mentoring functions were assessed using the Mentoring Functions Scale for the Mentor, and the protégés' perceptions were measured with the Mentoring Functions Scale for the Protégé. Both instruments were adapted for this study from a previous mentoring scale for the protégé developed by Noe (1988). Results for the study indicated no statistically significant differences between the NBC teacher mentors and the non-NBC teacher mentors in their perceptions of having provided the functions. Significant differences were found between NBC teacher mentors and their protégés on the exposure-and-visibility function, between non-NBC teacher mentors and their protégés on the challenging assignments function, and between all mentors and all protégés on the challenging assignments function. Implications for teacher mentors, administrators, and scholars are provided. These include developing or updating existing mentoring programs to include the career and psychosocial functions studied in this research, providing mentors and protégés with information about the functions in order to assess the existence of specific functions, expanding professional development time to address functions that may have been inadequate, and possibly limiting the number of protégés with whom teacher mentors interact and guide.

Thesis (Ph.D.) -- Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Este estudo é resultado de pesquisa exploratória, sobre as relações conflituosas entre alunos e professores de quintas séries do ensino fundamental, em duas escolas públicas na cidade de Porto Alegre, estado do Rio Grande do Sul. O grupo envolvido constituiu-se por 18 docentes, de perfis sócio demográficos diferenciados. As análises realizadas demonstram que essas relações conflituosas ocorridas no cotidiano podem transformar-se em fenômenos relacionados à Violência Psicológica e Assédio Moral vertical ascendente, sem contudo, serem percebidos como tais pelo grupo. Utilizou-se como referencial teórico Barreto (2006); Soboll (2008); Hirigoyen (2006; 2008); Guedes (2008); Guareschi (2008); Freire (1986; 1992; 2001) e Dejours (2004; 1999) dentre outros. Adotou-se uma metodologia de pesquisa de campo e análise de resultados de caráter qualitativo, com entrevistas individuais, grupos focais e Análise de Conteúdo, subsidiadas pelas propostas de Bauer e Gaskell (2002); Minayo (2001) e Bardin (1977). Foi constatado a partir do material analisado que as repercussões em termos de doença, descritas de maneira muito contundente, relataram o sofrimento causado pela Violência Psicológica e Assédio Moral e os consequentes transtornos psicossomáticos, como depressão, herpes, problemas na voz, entre outros, além, da desmotivação e decepção com a carreira profissional. Identificou-se estratégias de enfrentamento como racionalização, reclamação e vitimização e tentativas de exercício de autoridade. Discutiu-se a dificuldade dos docentes em serem protagonistas de seus papéis como educadores quando alvos da Violência Psicológica e do Assédio Moral. Segue como importante o aprofundamento das pesquisas no campo escolar público, com o intuito delimitar e desvelar as ocorrências de Violência Psicológica e Assédio Moral vertical ascendente. / This study is the result of a research about conflicting relations between teachers and students from the fifth grade of two elementary public schools in Porto Alegre, Rio Grande do Sul. The group studied was constituted by 18 teachers with different socio-demographic profiles. The analysis showed that these daily conflicting relations can be transformed into instances related to Psychological Violence and upward Moral Harassment without being noticed as such by the group involved. Were used as theoretical reference the authors: Barreto (2006); Soboll (2008); Hirigoyen (2006; 2008); Guedes (2008); Guareschi (2008); Freire (1986; 1992; 2001) and Dejours (2004; 1999), among others. A qualitative field research methodology was employed, using individual interviews and focus groups, based on authors such as Bauer and Gaskell (2002); Minayo (2001), and to analyze the findings the technique of Bardin (1977) was chosen. On the basis of the data collected and analyzed it was found out that the repercussions in terms of illness, described with very strong words by the teachers when talking about the suffering caused by Psychological Violence and Moral Harassment, related psychosomatic disorders, like depression, herpes, vocal problems, among others, besides lack of motivation and disappointment with their careers. Strategies of confrontation were identified, like rationalization, complaining and victimization, and instances of the use of authority. The difficulties presented by the teachers to fulfill their roles as educators when victims of Psychological Violence and Moral Harassment were discussed. The deepening of researches in the field of public schools, in order to mark out and uncover the incidents of Psychological Violence and upward Moral Harassment remains of great importance.

Este estudo é resultado de pesquisa exploratória, sobre as relações conflituosas entre alunos e professores de quintas séries do ensino fundamental, em duas escolas públicas na cidade de Porto Alegre, estado do Rio Grande do Sul. O grupo envolvido constituiu-se por 18 docentes, de perfis sócio demográficos diferenciados. As análises realizadas demonstram que essas relações conflituosas ocorridas no cotidiano podem transformar-se em fenômenos relacionados à Violência Psicológica e Assédio Moral vertical ascendente, sem contudo, serem percebidos como tais pelo grupo. Utilizou-se como referencial teórico Barreto (2006); Soboll (2008); Hirigoyen (2006; 2008); Guedes (2008); Guareschi (2008); Freire (1986; 1992; 2001) e Dejours (2004; 1999) dentre outros. Adotou-se uma metodologia de pesquisa de campo e análise de resultados de caráter qualitativo, com entrevistas individuais, grupos focais e Análise de Conteúdo, subsidiadas pelas propostas de Bauer e Gaskell (2002); Minayo (2001) e Bardin (1977). Foi constatado a partir do material analisado que as repercussões em termos de doença, descritas de maneira muito contundente, relataram o sofrimento causado pela Violência Psicológica e Assédio Moral e os consequentes transtornos psicossomáticos, como depressão, herpes, problemas na voz, entre outros, além, da desmotivação e decepção com a carreira profissional. Identificou-se estratégias de enfrentamento como racionalização, reclamação e vitimização e tentativas de exercício de autoridade. Discutiu-se a dificuldade dos docentes em serem protagonistas de seus papéis como educadores quando alvos da Violência Psicológica e do Assédio Moral. Segue como importante o aprofundamento das pesquisas no campo escolar público, com o intuito delimitar e desvelar as ocorrências de Violência Psicológica e Assédio Moral vertical ascendente. / This study is the result of a research about conflicting relations between teachers and students from the fifth grade of two elementary public schools in Porto Alegre, Rio Grande do Sul. The group studied was constituted by 18 teachers with different socio-demographic profiles. The analysis showed that these daily conflicting relations can be transformed into instances related to Psychological Violence and upward Moral Harassment without being noticed as such by the group involved. Were used as theoretical reference the authors: Barreto (2006); Soboll (2008); Hirigoyen (2006; 2008); Guedes (2008); Guareschi (2008); Freire (1986; 1992; 2001) and Dejours (2004; 1999), among others. A qualitative field research methodology was employed, using individual interviews and focus groups, based on authors such as Bauer and Gaskell (2002); Minayo (2001), and to analyze the findings the technique of Bardin (1977) was chosen. On the basis of the data collected and analyzed it was found out that the repercussions in terms of illness, described with very strong words by the teachers when talking about the suffering caused by Psychological Violence and Moral Harassment, related psychosomatic disorders, like depression, herpes, vocal problems, among others, besides lack of motivation and disappointment with their careers. Strategies of confrontation were identified, like rationalization, complaining and victimization, and instances of the use of authority. The difficulties presented by the teachers to fulfill their roles as educators when victims of Psychological Violence and Moral Harassment were discussed. The deepening of researches in the field of public schools, in order to mark out and uncover the incidents of Psychological Violence and upward Moral Harassment remains of great importance.

Este estudo é resultado de pesquisa exploratória, sobre as relações conflituosas entre alunos e professores de quintas séries do ensino fundamental, em duas escolas públicas na cidade de Porto Alegre, estado do Rio Grande do Sul. O grupo envolvido constituiu-se por 18 docentes, de perfis sócio demográficos diferenciados. As análises realizadas demonstram que essas relações conflituosas ocorridas no cotidiano podem transformar-se em fenômenos relacionados à Violência Psicológica e Assédio Moral vertical ascendente, sem contudo, serem percebidos como tais pelo grupo. Utilizou-se como referencial teórico Barreto (2006); Soboll (2008); Hirigoyen (2006; 2008); Guedes (2008); Guareschi (2008); Freire (1986; 1992; 2001) e Dejours (2004; 1999) dentre outros. Adotou-se uma metodologia de pesquisa de campo e análise de resultados de caráter qualitativo, com entrevistas individuais, grupos focais e Análise de Conteúdo, subsidiadas pelas propostas de Bauer e Gaskell (2002); Minayo (2001) e Bardin (1977). Foi constatado a partir do material analisado que as repercussões em termos de doença, descritas de maneira muito contundente, relataram o sofrimento causado pela Violência Psicológica e Assédio Moral e os consequentes transtornos psicossomáticos, como depressão, herpes, problemas na voz, entre outros, além, da desmotivação e decepção com a carreira profissional. Identificou-se estratégias de enfrentamento como racionalização, reclamação e vitimização e tentativas de exercício de autoridade. Discutiu-se a dificuldade dos docentes em serem protagonistas de seus papéis como educadores quando alvos da Violência Psicológica e do Assédio Moral. Segue como importante o aprofundamento das pesquisas no campo escolar público, com o intuito delimitar e desvelar as ocorrências de Violência Psicológica e Assédio Moral vertical ascendente. / This study is the result of a research about conflicting relations between teachers and students from the fifth grade of two elementary public schools in Porto Alegre, Rio Grande do Sul. The group studied was constituted by 18 teachers with different socio-demographic profiles. The analysis showed that these daily conflicting relations can be transformed into instances related to Psychological Violence and upward Moral Harassment without being noticed as such by the group involved. Were used as theoretical reference the authors: Barreto (2006); Soboll (2008); Hirigoyen (2006; 2008); Guedes (2008); Guareschi (2008); Freire (1986; 1992; 2001) and Dejours (2004; 1999), among others. A qualitative field research methodology was employed, using individual interviews and focus groups, based on authors such as Bauer and Gaskell (2002); Minayo (2001), and to analyze the findings the technique of Bardin (1977) was chosen. On the basis of the data collected and analyzed it was found out that the repercussions in terms of illness, described with very strong words by the teachers when talking about the suffering caused by Psychological Violence and Moral Harassment, related psychosomatic disorders, like depression, herpes, vocal problems, among others, besides lack of motivation and disappointment with their careers. Strategies of confrontation were identified, like rationalization, complaining and victimization, and instances of the use of authority. The difficulties presented by the teachers to fulfill their roles as educators when victims of Psychological Violence and Moral Harassment were discussed. The deepening of researches in the field of public schools, in order to mark out and uncover the incidents of Psychological Violence and upward Moral Harassment remains of great importance.