Britain has a culture of long working hours, resulting in significant levels of work-related stress. Teachers are arguably the professional group most likely to experience pathological stress and burnout as a result of working long hours. Research in schools suggests that teachers’ work orientations are strongly influenced by factors of personal identity, social background, career stage and personal resilience to stress. In Further Education (FE) research hitherto has emphasised the impact of Government policy and managerial style on teacher behaviour, and notions of teacher professionalism. There has been less research into the impact of FE teacher identities and attitudes towards work upon their working lives. This thesis investigates the relatively under-researched area of work culture within a single FE College, in an attempt to discover the reasons underlying teacher’s reactions to the pressures of overwork. In-depth, semi-structured interviews were carried out with 13 teachers and managers to investigate teacher responses to the work culture of the College. Based upon existing theoretical models of stress and burnout, three groups of potential determinants are explored: personal identity, the social context of the College, and the impact of external political, economic and social factors. The research confirms the existence amongst College teachers of a culture of working long hours, and identifies examples of stress and burnout. Interview responses support previous research findings concerning the central importance of teacher identity. Interview data underline the importance of personal factors in determining teachers’ responses to workload and their resilience to stress. A model is developed which summarises potential teacher responses to workload stress, and proposes ways in which these may be linked to factors of teacher identity and work cultures. The findings also highlight the pivotal role of managers and work teams in supporting teachers, particularly those most emotionally susceptible to stress.

Purpose: This thesis proposes a first conceptual model using data gathered in 2012, to delineate the assessed alignment between the Maltese government’s policy for the further education sector (FE) and FE organizations’ missions. Although alignment models exist, no research has been published detailing the FE sector and the usefulness of such models in small island states. Methodology: Since alignment is multifaceted, a complementarity blended approach was used to help uncover its complexities. Data were collected from seven FE vocational and academic organizations via questionnaires to academic staff; interviews with principals and other internal and external stakeholders; content analysis of mission statements. Findings: Assessing alignment to create the conceptual model showed that there is only moderate alignment between organizational mission and government policy while organizational missions in practice differ significantly from organizational mission statements. Due to their brevity, mission statements can only capture a part of such organization mission. There may be occasions where organizational realities exceed the expectations of a mission statement thus turning conventional wisdom on its head. Significance: By utilizing systems theory a new conceptual model based on inputs, outputs, organizational processes and feedback is proposed together with a new metaphor of an operating theatre to add to existing metaphorical explanations of the field. Such an alignment model explains the FE sector in the small island state of Malta. The use of a complementarity blended method may be useful to explain educational alignment in other small states.

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The aim of the research was to explore the effect of teaching sociology through transformational pedagogical practices on the student learning experiences in an English FE College as well as the experience of teachers making use of transformation teaching practices. The research project was grounded in literature on the critical theory of teaching and learning (Freire 1996, hooks 1994, Allman 2010, Amsler 2014, Canaan, 2010, McLaren 2006, Neary 2012, Roggero 2011). A key feature of transformational teaching practice and the social theory that underpins it is the emphasis on the power of human agency and the ability of individuals to transform their own historical and material conditions. The qualitative research methods used reflect the power of human subjectivity and included narrative life stories and semi-structured interviews. Twenty seven participants took part in the research consisting of 15 current, and 5 former Sociology Undergraduates and 7 teachers on the programme, including myself. This work was done at the HE Institution where I work as a lecturer. The research was written in an innovative, humanised style in order to reflect the on-going and developmental praxis associated with critical and transformational teaching practices.

A dissertation presented in fulfilment of the requirements for the degree of Magister Educationis in the Faculty of Education at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2013 / This study explores the experiences and perceptions of students enrolled in an inclusive Further Education and Training College in South Africa. A qualitative, phenomenological design using interviews was found to be the most suitable approach to data production that would allow for the examination of feelings and perceptions around students’ inclusion. The guiding questions for the study were: 1. What are the day-to-day experiences and expectations of students enrolled at one Further Education and Training college in the Western Cape? 2. What feelings and perceptions are generated by these experiences and expectations? The data was analysed using a constant comparative method of analysis in order to accentuate the meanings that student experiences held for them. Bronfenbrenner’s Ecosystemic Theory has been used to describe the way different systems and structures influence the development of students. Through Maslow’s Hierarchy of Needs, students’ needs are examined, revealing what their perceptions of inclusion are. The findings have indicated that while institutional intentions might express details of what is deemed to be inclusive, students’ experiences and voices are often not taken into consideration, with the result that full inclusion is not achieved.

This diploma thesis deals with further education in the Czech Republic and in Germany. The aim of the thesis is to compare the systems of further education in these countries in the field of legislation and state funding and then to identify similarities and differences between the systems. The necessary context for the comparison will be provided by the introductory part of the thesis devoted to the institutionalization of further education, its terminology and the participation of adults in further education in the Czech Republic and in Germany. Each area of further education mentioned above (including legislation and state funding) will be analysed on the basis of professional literature, legal documents, documents of ministries, statistical data and research reports of specialised research institutions. The analysis will be followed by a comparison of these areas and a systematization of basic similar and different features of both systems of further education. Keywords further education, Czech Republic, Germany, institutionalization of further education, participation in further education, legislative framework, further education laws, further education funding, financial instruments

Abstract The present study was designed to understand how the program of Teachers¡¦ Further Education on Wednesdays (TFEW) in elementary schools was executed in Penghu; and to evaluate the execution process and the effect of the program. Including discussing the percentage of the goal achievement of the TFEW program and analyzing what the factors influencing the goal achievement of the TFEW program were. Concrete conclusions and suggestions were reached from this study, to give references to the government education institutions and schools for the future TFEW program execution. On the basis of the policy execution and evaluation, the researcher set up the execution evaluation framework and the study method. The population was all the teachers, directors, and principals in Penghu elementary schools. ¡§Questionnaire survey¡¨ was used in this study. The valid samples were 405 questionnaires. The results were analyzed statistically by means, standard devotions, frequency percentage, t-test, chi-square test, and one-way ANOVA. The results were as follow: 1. The execution of the program of Teachers¡¦ Further Education on Wednesdays (TFEW) in elementary schools was basically fine in Penghu, but it was not popular for the teachers to be involved in drawing up the plans. Attending the other schools¡¦ workshop at the same time was the main reason for teachers¡¦ absence. Accidental other activity arrangement was the biggest obstacle that influenced the program execution. Most of the topics of the various workshops were Computer and Information Technology technique. The designated topic speech was the main way of the various workshops. Most of the speakers were the teachers from the school. Most of the teachers were basically satisfied to the activity arrangement, but there were significant differences in different sex, ages, teaching years, school scales, and school locations. Most of the senior teachers liked out - school visit, but the juniors liked real practicing most. 2. The execution evaluation framework of this study included process evaluation and outcome evaluation. The process evaluation discussed the factors influencing the execution effect and the goal achievement. The outcome evaluation analyzed the percentage of the goal achievement. 3. The percentage of the goal achievement of the execution of Teachers¡¦ Further Education on Wednesdays (TFEW) in elementary schools was moderate, it was still fine. And the first (highest) of the goal achievement was to promote the teachers doing research and study automatically, and then the second was to promote the teachers professional development, the third was to satisfy the school¡¦s developmental requirements, and the last was to resolve the teaching problem. 4. The percentage of the goal achievement of the execution of Teachers¡¦ Further Education on Wednesdays (TFEW) in elementary schools varied with different ages, teaching years, positions, school scales, and school locations. 5. The main factor that influenced the percentage of the goal achievement of Teachers¡¦ Further Education on Wednesdays (TFEW) in elementary schools was the teachers who attended the workshops and the executors who planned the workshops. 6. The factors that influenced the percentage of the goal achievement of the execution of Teachers¡¦ Further Education on Wednesdays (TFEW) in elementary schools might vary with ages, educational degrees, teaching years, positions, school scales, and school locations.

The aim of this diploma thesis is to identify differences in the perception of the quality of further education processes from the viewpoint of the participant, the lecturer and the director of the educational institution. The partial aim of the thesis is to confirm or to rebut the hypothesis based on experience from one's own practice that the lector is the most important factor influencing the quality of further education processes. The theoretical part is divided into two chapters, the first chapter characterizing the process and the quality of further education including the methods and tools used to manage the quality of the processes in further education, the role of quality management in the organizations providing further education. The second chapter deals with various factors influencing the quality of the continuing education processes. The practical part of the thesis includes a research of the quality of the processes of further education, in which quantitative and qualitative methods are used. Outputs from the research survey provide the basis for answering research questions and confirming or refuting the hypothesis. Quantitative research uses a questionnaire survey for participants in further education that looks at their view on the quality of further education. The results of the...

The purpose of this study is to investigate the influence of administrative duties on effective classroom management in the Further Education and Training phase in the Sedibeng West District (08) of the Gauteng Province by focusing on classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; juridical aspects regarding classroom management; workload of school-based teachers; duties and responsibilities of teachers; impact of workload of school-based teachers; educational policies; other policies and factors impacting on teachers' workload; and factors that drive teachers away from teaching. The literature study reveals that administrative duties take up a great deal of teachers' time. This is due to a number of factors, namely: shortages of teachers and high learner numbers; departmental accountability measures such as the Integrated Quality Management System (IQMS); curriculum and assessment requirements; and the lack of basic resources. Stress regarding classroom administration exacerbates because teachers have to perform a variety of tasks, from secretarial and administrative to curricular, extracurricular and pastoral work. A major finding emanating from the research is that teachers should be released from excessive amounts of administrative duties and other activities that increase their workload and distract their focus from teaching. In order to eliminate these excessive amounts of administrative duties, the Department of Education should, through proper planning and cooperation with the School Management Team (SMT) provide extra posts in schools for administrators who can assist teachers. The empirical study consists of a structured questionnaire distributed to a sample of principals, deputy principals, heads of departments and teachers in schools in the Sedibeng West District (08) of the Gauteng Province. It aims to develop guidelines to assist teachers to cope better with the increased administrative demands. The main findings of the study reveal that most teachers have difficulties in coping with the pace at which the Whole School Evaluation Policy, IQMS, Continuous Assessment Policy and the new curriculum are being implemented. Together with the increased amount of administrative duties, an urgent need exists for support from the Department of Education and the District Office regarding the implementation and the alleviation of administrative demands. This study recommends, on the basis of both the literature review and the empirical research, guidelines to assist all teachers in coping with these increased administrative demands effectively. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

The purpose of this study was to investigate the roll played by Further Education and Training Colleges in delivering education in South-Africa, with specific reference to technical education. As technology developed, the need for well trained artisans also increased. Technical Colleges have helped in addressing that need by increasing the theoretical knowledge of apprentices and artisans. With the political changes in South-Africa, came changes in education. Technical Colleges changed to Further Education and Training Colleges, and with that the purpose of these institutions. No longer will supplementary theoretical training be done at Technical Colleges, instead complete trade training will be done at Further Education and Training Colleges. This study has shown some problems with this new approach that need to be addressed before Further Education and Training Colleges can take their place in the provision of quality education in South -Africa. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.