A dissertation submitted in accordance with the requirements for the Master’s Degree in Educational Management in the Department of Educational Planning and Administration, Faculty of Education at the University of Zululand, 2019. / Although the number of women managers in education is increasing, women continue to experience problems that prevent them from realising their full potential particularly as conflict managers. When female teachers are promoted to principalship positions, there are no programmes to equip them with relevant management skills required to lead and manage the schools effectively. This has resulted in some female principals showing lack of confidence in resolving conflict in schools, particularly where the staff is dominated by female teachers. Female principals tend to rely on their male colleagues should there be a case where they have to implement disciplinary measures. The aim of this study was to explore female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit. This study used a qualitative approach, collecting data through face-to-face interviews. Purposive sampling procedure was used to select participants for this study. The study established that female principals have skills of managing conflict despite their gender roles that have been taken as determinants that females may not do well as managers. Some gender roles, which include nurturing and accommodating, have been identified as key to female principals in assisting them when resolving conflict at the work place where the staff is dominated by female teachers. However, they still need to learn more about skills of managing conflict in schools. The study recommends that female principals be workshopped on how to manage conflict in a school situation soon after they have been appointed. A comparative study between female and male principals regarding management skills they have for resolving conflicts is recommended. / National Research Foundation

Despite the growing interest in the issue of identity formation in the broader TESOL research field, few studies have been concerned with the question of female teachers’ identity formation from a feminist poststructuralist perspective. This study also seeks to further the feminist poststructuralist research within the Iranian TESOL and bridge the substantive gap within the existing literature, which is an almost untouched area of research regarding the teachers’ identity formation. This thesis attempts to explore the construction of identities of eight Iranian female teachers of English and the discourses that shape them through examining their narratives, using data gathered from interviews and email correspondences. In a two-year collaboration with the participants, I applied a feminist poststructuralist conceptual framework to examine the participants’ main subject positions and the prevailing discursive practices that construct them. The research data, collected by individual interviews and email correspondence, indicates the teachers’ identities as multiple, complex, and contradictory. I contend that multiple subject positions stem out of the clash of the multiple discourses that are available to them. Impacted by both gender and professional discourses that sometimes even collide, the findings show how these women struggle to conceive a sense of coherent self. The results of the analysis indicate that the gender and professional discourses are of normative, disciplinary, and individualizing nature. Negotiating identities within themselves and within the complex cultural context they live in, these female teachers are involved in an ongoing process of adjustment, adaptation and resistance.

This research enquiry explores the life-history narratives of three Pakistani female expatriate tertiary-level English language teachers at Gulf Coeducational University (GCU). The study was conducted in order to investigate the participants’ journeys as learners and how they perceive themselves as teachers. The historical, educational, and linguistic background of Pakistan is provided along with an overview of GCU, where all the participants presently teach. Harré’s conception of personhood (1983) is related to the identity formation of the participants. Bourdieu’s theory of cultural capital in society (1986, 2001), applied to the hierarchical status of languages in Pakistan (Rahman, 2004a; Mansoor, 2004), serves as a theoretical framework. A discussion of what Pakistani identity may entail, with emphasis on the significance of language on cultural identity, is given. Narrative research methodology is utilised (Clandinin and Connelly, 1996, 2000), to conduct three in-depth semi-structured interviews with the participants. Emerging themes are explored and research findings discussed with reference to relevant literature. The significance of their cultural capital, experiences of teacher-centred approaches in Pakistan and abroad, and the gender-based constraints the participants experienced during their educational trajectories are analysed. The implications of the study: for professional development, teacher training programmes and for the internationalisation of education can be explored in further research.

No description available.

As indagações que orientam este trabalho tiveram início quando, observando o universo da Educação Infantil na Rede Municipal de São Paulo, não encontrei documentos suficientes que atestassem a presença das mulheres negras neste nível de ensino. A partir de uma investigação de campo em todas as trinta escolas municipais de Educação Infantil, em uma das treze diretorias de Educação da cidade, localizada em região considerada periférica, tive contato com estas mulheres, que se declararam negras, classificadas racialmente através de questionários enviados às mesmas. Realizei entrevistas com oito delas, colhendo material para o registro de suas histórias de vida e trajetórias profissionais. Apresento as experiências sensíveis das mulheres negras entrevistadas, suas relações com o trabalho pedagógico, bem como suas percepções sobre o racismo, o sexismo e o conhecimento. A partir de suas falas, a compreensão compartilhada ao final desta pesquisa, afirma a importância do magistério para as mulheres negras na atualidade, este sendo mais um lugar possível de atuação para as mesmas, naturalmente vinculadas a trabalhos vistos como inferiores na escala de prestigio social, a saber, empregadas domésticas ou lavadeiras. Esta pesquisa assinala a importância de, apesar de o racismo colaborar para o confinamento de mulheres negras em posições consideradas como subalternas em nossa sociedade, tornar-se professora de crianças pequenas, guarda outros significados, possíveis de serem entendidos somente quando mulheres negras falam sobre suas próprias vidas. Este trabalho ousa reivindicar o poder ainda presente nesta profissão, para a população negra de baixa renda, sendo este um modo possível de dar sentido à vida destas mulheres que, a despeito da falta de oportunidades, seguem sobrevivendo e negociando como podem sua existência. / The questions that oriente this work first started when, observing the universe of Childhood Education in the Municipality of São Paulo, I did not find sufficient documents that attested the presence of black women at that level of education. From a field research in all thirty municipal schools of Childhood Education, in one of the thirteen directories of Education of the city, located in an area considered in the periphery, there was a contact with these women who declared themselves black, racially classified through questionnaires that had been sent to them. I realised interviews with eight of them, collecting material for the record of their life stories and professional trajectories. I introduce the sensible experiences of the black women interviewed and their relations to pedagogical work, as well as their perceptions about racism, sexism, and knowlegde. From their words, the shared understanding at the end of this research states the real importance of professorship, this being an additional possible area of performance for them, \'naturally\' linked to jobs seen as inferior in the scale of social prestige, namely, domestic or cleaning employment. This research notes the importance of, despite the knowledge of how much racism contributed to the confinment of black women in positions considered as subordinate in our society, becoming a teacher for young children keeps other possible meanings to be understood only when black women talk about their own lives. This work dares revindicating the power still present in this profession, for a black population of low income, which is a possible way to give sense to the life of these women who, regardless of the lack of opportunities, follow surviving and negociating life how the can.

abstract: This study investigated work-family conflict and related phenomena reported by female teachers in primary and secondary schools in Kenya. Specifically, it sought to first identify general work and family stressors and profession specific stressors, and how these stressors influenced teachers’ work-family conflict (WFC) and burnout. Second, it investigated whether support from home and work reduced these teachers’ perceived work-family conflict and burnout. Third, it investigated the impact of marital status, number and ages of children, length of teaching experience, and school location (city vs town) on perceived work-family conflict (WFC). In this study, 375 female teachers from Nairobi and three towns completed a survey questionnaire with both closed- and open-ended questions. Data analysis was conducted through descriptive and inferential statistics, and content analyses of qualitative data. There were five primary findings. (1) Teachers clearly identified and described stressors that led to work-family conflict: inability to get reliable support from domestic workers, a sick child, high expectations of a wife at home, high workloads at school and home, low schedule flexibility, and number of days teachers spend at school beyond normal working hours, etc. (2) Work-family conflict experienced was cyclical in nature. Stressors influenced WFC, which led to adverse outcomes. These outcomes later acted as secondary stressors. (3) The culture of the school and school’s resources influenced the level of support that teachers received. The level of WFC support that teachers received depended on the goodwill of supervisors and colleagues. (4) Work-family conflict contributed to emotional exhaustion, cynicism, and professional efficacy. Time and emotional investment in students’ parents was related to emotional exhaustion; time and emotional investment in students’ behavior, the number of years teaching experience, and number of children were related to professional efficacy. Support from teachers’ spouses enabled teachers to cope with cynicism. (5) While marital status did not influence WFC, school location did; teachers in Nairobi experienced more WFC than those in small towns. The study highlighted the importance of culture in studies of work-family conflict, as some of the stressors and WFC experiences identified seemed unique to the Kenyan context. Finally, theoretical implications, policy recommendations, and further research directions are presented. / Dissertation/Thesis / Doctoral Dissertation Communication 2015

As indagações que orientam este trabalho tiveram início quando, observando o universo da Educação Infantil na Rede Municipal de São Paulo, não encontrei documentos suficientes que atestassem a presença das mulheres negras neste nível de ensino. A partir de uma investigação de campo em todas as trinta escolas municipais de Educação Infantil, em uma das treze diretorias de Educação da cidade, localizada em região considerada periférica, tive contato com estas mulheres, que se declararam negras, classificadas racialmente através de questionários enviados às mesmas. Realizei entrevistas com oito delas, colhendo material para o registro de suas histórias de vida e trajetórias profissionais. Apresento as experiências sensíveis das mulheres negras entrevistadas, suas relações com o trabalho pedagógico, bem como suas percepções sobre o racismo, o sexismo e o conhecimento. A partir de suas falas, a compreensão compartilhada ao final desta pesquisa, afirma a importância do magistério para as mulheres negras na atualidade, este sendo mais um lugar possível de atuação para as mesmas, naturalmente vinculadas a trabalhos vistos como inferiores na escala de prestigio social, a saber, empregadas domésticas ou lavadeiras. Esta pesquisa assinala a importância de, apesar de o racismo colaborar para o confinamento de mulheres negras em posições consideradas como subalternas em nossa sociedade, tornar-se professora de crianças pequenas, guarda outros significados, possíveis de serem entendidos somente quando mulheres negras falam sobre suas próprias vidas. Este trabalho ousa reivindicar o poder ainda presente nesta profissão, para a população negra de baixa renda, sendo este um modo possível de dar sentido à vida destas mulheres que, a despeito da falta de oportunidades, seguem sobrevivendo e negociando como podem sua existência. / The questions that oriente this work first started when, observing the universe of Childhood Education in the Municipality of São Paulo, I did not find sufficient documents that attested the presence of black women at that level of education. From a field research in all thirty municipal schools of Childhood Education, in one of the thirteen directories of Education of the city, located in an area considered in the periphery, there was a contact with these women who declared themselves black, racially classified through questionnaires that had been sent to them. I realised interviews with eight of them, collecting material for the record of their life stories and professional trajectories. I introduce the sensible experiences of the black women interviewed and their relations to pedagogical work, as well as their perceptions about racism, sexism, and knowlegde. From their words, the shared understanding at the end of this research states the real importance of professorship, this being an additional possible area of performance for them, \'naturally\' linked to jobs seen as inferior in the scale of social prestige, namely, domestic or cleaning employment. This research notes the importance of, despite the knowledge of how much racism contributed to the confinment of black women in positions considered as subordinate in our society, becoming a teacher for young children keeps other possible meanings to be understood only when black women talk about their own lives. This work dares revindicating the power still present in this profession, for a black population of low income, which is a possible way to give sense to the life of these women who, regardless of the lack of opportunities, follow surviving and negociating life how the can.

Made available in DSpace on 2014-08-20T13:48:03Z (GMT). No. of bitstreams: 1 Claudete da Silva Lima Martins_Tese.pdf: 3875554 bytes, checksum: 5cc1a69525c5d1ce8033f72f1f3612c2 (MD5) Previous issue date: 2012-12-21 / In a world of constant and profound transformations, technologies emerge in the school context, creating new possible horizons for the developing of pedagogical practices able to promote the inclusion of students with special educational needs. Searching for knowing and understanding such practices, this study aims to investigate the technologies present in multifunctional resource classrooms in municipal schools in Bagé, RS, as well as the way such technologies are used in inclusive pedagogical practices performed by teachers. The investigation consists of a qualitative research, approaching the characterizing parameters of the multiple case study. The subjects were seven female teachers who work with Special Education, recognized by their pairs for developing good inclusive pedagogic practices. In order to do so, it was used questionnaires, empiric field observation, field diary, interviews, focal group and discursive textual analysis. The theoretical assumptions that beacon this study are based on Freire (2011), Lévy (2006), Moran (2000, 2007), Porto (2009, 2012), Mantoan (2001),Sassaki (2002), Galvão Filho (2009) and Sartoretto and Bersch (2011), without any harm from other collaborations. The study results have showed that the multifunctional resource classrooms from the investigated schools have Assistive Technology resources as well as information and communication technologies which enable teachers to alter, create and recreate their practices. These technologies are used by the teachers in conformity with the needs of the students and their work proposal in the inclusive pedagogic practices they use so that it becomes possible for the student with special educational needs to have access to knowledge and learning, and that the student is able to participate in school activities, able to communicate and socialize. The local teaching system is investing for inclusive policies to become real making it possible for the teachers to participate in continued formation about technologies and be able to have time for discussion time for problems solving as well as cooperative work. These situations, together with a curious open hopeful restless generous cooperative dialogic and loving attitude from the teachers, allow them to perform inclusive pedagogic practices with technologies, inciting the school as a whole to engage in the fight in favor of inclusion. / Num mundo em constantes e profundas transformações, as tecnologias emergem no contexto escolar, criando novos horizontes de possibilidades para o desenvolvimento de práticas pedagógicas que promovam a inclusão dos alunos com necessidades educacionais especiais. Na busca por conhecer e compreender tais práticas, esta tese tem por objetivos investigaras tecnologias presentes nas salas de recursos multifuncionais das escolas do sistema municipal de ensino de Bagé-RS, bem como a forma com que são utilizadas nas práticas pedagógicas inclusivas realizadas pelas professoras que atuam nesses espaços. A investigação se constituiem uma pesquisa qualitativa, aproximando-se dos parâmetros caracterizadores do estudo de casos múltiplos, tendo por sujeitos sete professoras que atuam na Educação Especial, reconhecidas por seus pares por desenvolverem boas práticas pedagógicas inclusivas.Para tal utilizaram-se questionários, observação do campo empírico, diário de campo, entrevistas, grupo focal e análise textual discursiva.Os pressupostos teóricos que balizam este estudo apoiam-se em Freire (2011), Lévy (2006), Porto (2009, 2012), Mantoan (2001), Sassaki (2002), Galvão Filho (2009) e (2006), Porto (2009, 2012), Mantoan (2001), Sassaki (2002), Galvão Filho (2009) e Sartoretto e Bersch (2011), sem prejuízo de outras colaborações. Os resultados do estudo evidenciam que as salas de recursos multifuncionais das escolas investigadas possuem recursos de Tecnologia Assistiva e tecnologias da comunicação e da informação, que possibilitam que as professoras alterem, criem e recriem suas práticas. Essas tecnologias são usadas pelas professoras, conforme as necessidades dos alunos e a sua proposta de trabalho, nas práticas pedagógicas inclusivas que desenvolvem, tendo por finalidade possibilitar que o aluno com necessidades educacionais especiais tenha acesso ao conhecimento e à aprendizagem; consiga participar das atividades escolares e possa comunicar-se e interagir com o mundo que o cerca. Há investimento do sistema de ensino local, para que as políticas voltadas à inclusão se efetivem, possibilitando que as professoras participem de formação continuada sobre tecnologias, tenham espaços para discussão e resolução de problemas e realizem trabalho colaborativo. Estas situações, conjugadas à postura curiosa, aberta, esperançosa, inquieta, generosa, colaborativa, dialógica e amorosa das professoras, possibilitam que elas realizem práticas pedagógicas inclusivas com tecnologias, instigando a escola como um todo a inserir-se na luta a favor da inclusão.

The adoption and integration of technology is limited in K-12 contexts worldwide, including in the Middle East. Based on the work of Everett Rogers (1995) and his disciplines, studies in the United States indicate that teachers' perceptions towards the attributes of technology (relative advantage, compatibility, complexity, trialability and observability) reflect the extent by which technology is used. Furthermore, teachers' characteristics and the support environment provided can potentially encourage or inhibit the adoption of technologies. This multiple case study was designed to show the applicability of Rogers' diffusion of innovation theory in Kuwait public school systems. The study was conducted with eight female Kuwaiti teachers in two primary public schools. A qualitative methodology was employed using interviews, participant observations, and physical artifacts for collecting data. The study reveals that Rogers' three attributes relative advantage, compatibility and observability (result demonstrability) contributed to use, while complexity and observability (visibility) limited use. Prior experience and practice, motivational support provided by the school administration and department head, and teachers' voluntary decisions on the type of technologies to use encouraged use. Anxiety from lack of functionality of devices and extra time and effort in preparing materials, centralized decision-making on technology purchases, budget constraint, and limited access to technology and classrooms in which devices are located were factors that limited teachers' use. The study showed that Kuwaiti teachers' acceptance of technology varied along the continuum, where some teachers were early adopters and some were laggards. Support initiatives are needed from the Ministry of Education and school administration, in order to facilitate technology adoption and use in Kuwaiti schools. / Ph. D.

No description available.