published_or_final_version / abstract / Education / Master / Master of Philosophy

D.Ed. / The researcher explored and described the teachers’ experience of aggression in a secondary school. In order to assist teachers who experience aggression in a secondary school, she developed, implemented and evaluated a Psycho-Educational Programme to facilitate their mental health. Aggression-related attitudes and behaviour has become part of the learning and teaching process, and directly contributes to the increased levels of stress and frustration for teachers, learners, and non-teaching staff. Despite this stressful environment, teachers are still expected to fulfil their normal duties as teachers. Teachers specifically ascribe disciplinary problems as one of the major reasons why they resign from teaching as profession. The research design was systemised into four sequential research steps. Step 1, the situation analysis, was conducted according to the qualitative research approach by means of individual phenomenological interviews with purposefully selected teachers. Tesch’s descriptive approach to data reduction was applied whereafter a literature control was conducted. Trustworthiness was ensured by adherence to credibility, transferability, dependability and confirmability. Step 2 introduced the development of a Psycho-Educational Programme to facilitate the mental health of teachers who experience aggression in a secondary school. The nature, content and extent of the programme were based on a conceptual framework. Step 3 and step 4 comprised the implementation and evaluation of the Psycho-Educational Programme according to the classical experiment approach. Participants completed the pre-test and post-test questionnaires. Adherence to internal validity, external validity, reliability and objectivity ensured the trustworthiness of the process. The following three themes emerged during the situation analysis: Theme 1: Teachers experienced feelings of anger, hurt, frustration and disappointment. Theme 2: Teachers experienced their locus of control in relation to aggression to be internal as well as external; and, Theme 3: Teachers were aware of barriers in the establishment and maintenance of constructive relationships at school. The evaluation of the data showed that the questionnaires were appropriate and valid. The variables; self-awareness internal locus of control and external locus of control and relationships, was effectively addressed in the Psycho-Educational Programme and also had a positive effect on the experimental group. The implementation of the Placebo Programme, however, had no significant impact on the control group. The public concern regarding aggressive behaviour at secondary schools is escalating, although contextualised research related to this issue is seriously lacking. The development, implementation and evaluation of the Psycho-Educational Programme, indicated that the aggression teachers experience in a secondary school can be managed by facilitating the mental health of the teachers. The study further allowed the researcher to practically demonstrate the value added to the study when both the qualitative and quantitative research approaches are appropriately included in the research design.

A report on a research study presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of the Witwatersrand In partial fulfilment of the requirements for the degree Master of Arts in Occupational Social Work March, 2016 / Due to the lack of direct access to Human Resource (HR) offices, most public schools are usually neglected with regards to issues of health and occupational services. Teachers are faced with occupational challenges, such as stress, physical and mental health issues, increased work load, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS, poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational services which aim to support and enhance their wellbeing when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as a judgemental sampling was used to select the research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from the study and identifying challenges in the various schools, it is evident that the Department of Education, Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the wellbeing of teachers, which is further hoped, that learners will benefit from quality education as provided by teachers, impacting positively on the year end outcomes. / MT2017

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 63-65) Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.

Thesis (Ph.D.)--University of California, Berkeley, 2001. / Chair: Peter B. Evans.

Abstract This study aims to investigate the attitude of senior high school teachers toward the present tutoring system. It includes attitudes toward system-related regulations, the importance of the system, satisfaction in tasks included in the system, and possibility of exercising multiple tutors. The study is based on the survey on public and private senior high school teachers by the use of questionnaires. Some major findings, which are concluded from 541 out of 800 teachers, are listed below. The suggestions based on this finding are also provided, as a reference to future planning of tutoring systems. Major findings are as follows. 1. From the perspective of related regulations of the present system Most teachers understand the responsibilities of being a tutor. But the details included vary, due to teachers¡¦ different backgrounds. Most senior high schools exercise traditional ¡§class-based tutoring system¡¨; few exercise ¡§dual-tutor system¡¨. ¡§Guidelines of Tutoring Systems in Middle Schools¡¨, set by Ministry of Education cannot be fully carried out in senior high schools. 2. From the perspective of importance of the system in teachers of different backgrounds Teachers¡¦ viewpoints toward the importance of the system are similar, regardless of school locations, school characteristics, teachers¡¦ genders, and years of service. Teachers of different titles show different viewpoints toward a tutor¡¦s tasks. Dean-teachers show higher expectation in administrative cooperation as well as life and academic counseling, and classroom management. Those who have never been a tutor put more emphasis on enriching teachers¡¦ professionals, and meeting the needs of students and parents. 3. From the perspective of satisfaction in exercising the system in teachers of different backgrounds Different school characteristics and school types don¡¦t affect teachers¡¦ degrees of satisfaction in being a tutor. Teachers from senior high schools of different locations and of different titles both show significant differences, in terms of satisfaction in administrative cooperation as well as life, academic and career counseling. Dean-teachers show higher satisfaction. Teachers of different years of service and different years of being a tutor show significant differences in the respect of satisfaction in life, academic performances, and classroom management. 4. From the perspective of the possibility in exercising multiple-tutor system in teachers of different backgrounds Teachers¡¦ viewpoints are similar. ¡§Dual-tutor system¡¨ is widely preferred; others like ¡§group-based tutoring system¡¨, ¡§family-based tutoring system¡¨, ¡§mix tutoring system¡¨ and ¡§teamwork tutoring system¡¨ are also preferred in some degree. As to the traditional ¡§class-based tutoring system¡¨, teachers value less on ¡§responsibilities clarification¡¨ and ¡§ease of administrative management¡¨. 5. From the perspective of difficulties encountered in the present program and suggestions a. Possible reasons for teachers¡¦ unwillingness to be a tutor are too many problems from students, heavy workload, demanding from school, low stipend and reward. Shortcomings in the system are too many students, heavy workload, tutors¡¦ passive attitude. b. To improve the program, teachers think that measures such as encouraging teamwork among tutors, sharing and exchanging experiences, examining administrative process can all be taken. c. As to the evaluation, teachers prefer self-evaluation, multi-dimensional feedback evaluation, and in-campus administrative staff evaluation. d. Teachers suggest lowering the number of students in each class. The number of 21 to 30 students in each class is widely preferred. e. Teachers¡¦ suggestions for future planning are: (1) Offer counseling teachers, to help guide and counsel students. (2) Set up counseling centers for tutors, and build internet resources. (3) Promote in-campus seminars to enrich teachers¡¦ professionals. Based on this study, some suggestions are as follows. 1. To education-related administrative institutions a. Revise ¡§Guidelines of Tutoring Systems in Middle Schools¡¨. b. Enhance educational visiting and supervising. Trace and examine the tutoring system in each school. c. Set up fair evaluation guidelines, and encourage good tutors from time to time. d. Lower the number of students in each class, and increase the number of professional counseling teachers. e. Set up internet resources and counseling centers for tutors. f. Allow good tutors to take turns for a break and encourage them to attend off-campus seminars. 2. To administrative staff in schools a. Based on educational regulations and school characteristics, set up guidelines and goals for tutors. b. Collect teachers¡¦ opinions and set up guidelines for appointing tutors. c. Offer tutors necessary academic resources and administrative support. d. Promote ¡§dual-tutor system¡¨. e. Enforce fair evaluation for tutors. f. Plan and develop a culture of quality in schools. 3. To tutors a. Keep on further studies and enrich professional skills. b. Be close to students actively and offer what the students need. c. Help students develop good study habits, to increase their learning efficiency. d. Enforce emotional education, and help develop students¡¦ dealing with frustration. This study from questionnaires is limited. Future studies may widen sampling, add in qualitative analysis, and include subjects from administrative staff, parents, and people in the community. As to exercising multiple-tutor system, a small scale of exercise is suggested in the very beginning. Further examination and evaluation is necessary before a wide scale of exercise.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Wendy Sherman Heckler. Keywords: Science-Technology-Society; STS; Pre-service Science Teachers; Socio-scientific Issues; Science and Society. Includes bibliographical references (p. 209-224).