The purpose of this dissertation was to explore reasons for academics' apathy towards formal professional development programmes at North-West University, Mafikeng Campus. For this study, the research design used was essentially descriptive, employing both qualitative and quantitative research techniques to gather and analyse data. Three techniques, namely, questionnaire surveys, analysis of University documentary sources on professional development, and literature review, were utilised to obtain information pertinent to this study. The researcher established from the literature that the possible reasons for apathy towards professional development could be that people do not feel that their needs coincide with the mission/purpose statement of their organisation; people have conflicting commitments and, as a result, are often unable to expend the levels of time and energy called for by the organisation; and that people believe that they do not play a significant role in the processes that drive their organisation. The literature also highlighted the following major impediments to professional development: low priority and lack of support; lack of reward for or incentives to attend training sessions; existence of panels and committees in charge of professional development, but inactive; lack of time; existing perceptions of staff training; difficulties of timetabling; and lack of specific funding. The questionnaire was structured around the following broad areas identified in the purpose of the study; strategies and activities that may be used to conduct professional development programmes in the University, rationale for participating in professional development programmes, academic staff's perceptions of professional development programmes, outcomes or effectiveness of professional development programmes, factors that are likely to promote professional development initiatives, and factors that are likely to impede professional development initiatives. The last question provided the respondents with the opportunity for additional information that they deemed necessary for the study. Despite all the perceived impediments to professional development, the respondents felt positive that if things are done correctly, the future of professional development in Higher Education Institutions is bright. However, there is an urgent need to take stock of the effectiveness of the current professional development initiatives and the findings from this study would serve as a basis for professional development initiatives in Higher Education Institutions. To this end the University needs to institute periodic needs assessment for professional development for both academics and the Institution as a whole. This will surely go a long way towards achieving the overall objective of professional development, which is the development of the individual and the Institution. / Thesis (MBA) North-West University, Mafikeng Campus, 2012

The purpose of this study was to examine the role of the North West Department of Education in the induction of primary school principals. This study was ,guided by four primary research questions namely: What constitutes the nature and characteristics of induction? What are the induction strategies that the Department of Education employs in this exercise? How effective are the induction programmes in the North West Province? What are the challenges of induction in the North West Province? The review of the literature focused on the recruitment of principals, the various models of the induction programme for principals and how these impacted on the preparation of principals in the management, the governance, the administration and the instructional leadership within the school. Questionnaire served as the sole data collection instrument, and it comprised 44 items. The sample population consisted of two hundred (200) primary school principals selected randomly from the four districts of the North West Province. The data was collected using a Lickert 5 point scale. The following areas were covered in the questionnaire: The nature and characteristics of the induction The challenges of the induction The strategies of the induction The effectiveness of the induction. The findings revealed that the Department of Education does make efforts to ensure that novice and seasoned principals in the North West Province are not faced with the 'swim or sink' dilemma in the management of schools. The data further revealed that new principals are trained upon assumption of duty. However, data revealed that quality assurance mechanisms are seriously lacking and that there is no variety in the strategies that are being followed in the induction of school principals. In conclusion, the study recommended further research into the implementation of the induction system as well as a further benchmarking of the best practices beyond the province to establish how the North West compares with other provinces. / Thesis (MBA) North-West University, Mafikeng Campus, 2011

Approved for public release; distribution is unlimited / This thesis examines the implementation elements of the Nurse Internship Program (NIP) at Naval Medical Center San Diego. The NIP provides nurses with no or little nursing experience an opportunity to participate in professional development as United States Navy Nurse Corps officers. The resolution to implement a NIP requires resource allocation decisions and commitment from top leaders in the organization. A review of adult learning and teaching methods is presented as a foundation for the NIP. It emphasizes the Dreyfus sk ill acquisition model adapted to the nursing profession by Benner that depicts the "novice to expert" continuum. Next, an overview of nursing orientation framework as found in the civilian and military healthcare organizations focuses on the program implementation. A discussion of resource allocations made by organizations for a NIP or a nursing orientation program is then presented. Historical accessions data are examined to demonstrate the trend in new nurse appointments to the Navy. The NIP offers po tential benefits to the organization and the nurse interns. Planning, evaluation, and leadership support are important drivers in the NIP framework. Recommendations are presented for further study based on the foundational aspects of this study. / Lieutenant Commander, United States Navy

No description available.

There is no abstract available for this dissertation.

The purpose of the study was to describe perceptions of Indiana public school teachers regarding:1. existing in-service program practices and2. effective practices for in-service programs.A questionnaire was mailed to randomly selected Indiana public school teachers employed during the 19751976 school year. Usable questionnaires were returned by 243 teachers, eighty-one percent.Data reported represented a description of the perceptions of teachers in the study as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based upon teacher perceptions of effective elements for in-service programs:1. School corporations should provide teachers with in-service programs.2. In-service programs should be based upon the needs of teachers.3.Teacher needs should be determined through surveys or questionnaires.4. Teachers and administrators should have equal input in planning in-service programs.5. In-service programs should be planned for each semester as determined by the needs of the teachers.6. The duration of each session should be determined by the needs of the program.7. The most desirable time for an in-service program should be during the normal school day with released time for those attending.8. Only a qualified expert should conduct the in-service program.9. Teachers should be grouped by grade or subject interest or a combination of both.10. The in-service program should include a workshop-type session providing for teacher involvement and participation.11. Following the in-service program an evaluation of the session should be made.12. A "follow-up" program should be established to determine if in-service objectives were implemented in the classroom.

The purpose of this study was to develop a rationale for the implementation of an in-service program that would aid in the development of judgmental abilities of teachers to identify the underachieving student. The underachiever was defined as any student whose academic performance, as measured by his total grade point standing, was significantly below his ability.A review of research studies on underachievement revealed a long list of factors concomitant to underachievement. These concomitant factors were generally identified as psychological, sociological, pedagogical, or physiological in nature. Judgmental evaluations of 206 selected ninth grade students were made by classroom teachers using a sixteen item check list that was representative of the concomitant factors of underachievement as determined from the research studies. These evaluations were then compared to a statistical evaluation of the 206 students that was designed to identify academic underachievers.The research procedure was two-fold. The initial procedures were designed to identify the underachieving students within the sample population. Data were collected on 206 selected ninth grade students. I.Q. scores as determined from the SRA Test of Educational Ability, and a numerical grade point total determined from letter grades received in English, mathematics, social studies, and science provided a basis for the determination of underachievement or normal achievement.Individual I.Q. and Total Grade Point scores were converted to stanines in order to facilitate the comparison of scores. Students whose Total Grade Point stanine was two or more stanines below their I.Q. stanine were considered to be underachievers. Twelve per cent of the sample were identified as underachievers.The data indicated that the underachievers identified in this study had a slightly higher mean I.Q. score and a considerably lower Total Grade Point than the sample population. The data also indicated that students with a low I.Q. are unlikely to be statistically identified as underachievers and that those students most likely to be underachieving are in the average to above average category.The second part of the research procedure concerned the establishment of criteria that would be valid in helping the teacher identify concomitant factors of underachievement characteristically exhibited by students. The teachers were provided a rating form composed of sixteen items that were descriptive and representative of the concomitants of underachievement. The teachers rated each student on each of the concomitant factors presented on the rating form. An ascending scale of 1 - 5 was used with a rating of 5 indicating that in the teacher's judgment the student's observed behavior or situational circumstances were highly characteristic of the concomitants under consideration.A product moment correlation was determined between each of the sixteen items on the rating sheet and a point biserial correlation was computed for each of the sixteen items and underachievement. Fifteen of the items were found to have a high intercorrelation; twelve of the items were found to have a significant point biserial correlation when used by teachers as criteria for making judgmental evaluations in identifying concomitant factors of underachievement. Two other items were slightly below the critical level of significance, and two of the sixteen items had a very low correlation.A correlation of performance of the 206 students over the four classes was computed to determine if there was a significant occurrence of underachievement across subject matter lines. A significant correlation was found to exist between the dependent variable of underachievement and subject matter grades from the four classes.The concomitant factors of underachievement, as identified by research studies and as represented on the teacher rating form, were found to be helpful when used by teachers as criteria for making differential judgments of students. Recommendations for further consideration of this study, for further studies relative to the data presented in this study, and suggestions for the implementation of the major findings into the instructional program of interested school systems were included.

D.Ed. / The aim of this study is to develop a participatory strategy for the in-service training of teachers, with regard to the role and functions of role players on macro, meso and micro level. To achieve this aim, the objectives of this research are: > the exploration and description of in-service training models with regard to prerequisites of effective training and the roles and functions of stakeholders on macro, meso and micro levels. > the exploration and description of teachers' needs and expectations with regard to in-service training; > the exploration and description of trainers' (district-officers) and facilitators' (head-office provincial) perceptions of teachers' needs and expectations with regard to in-service training; and > the description of a participatory strategy for the in-service training of teachers. A qualitative approach was followed. Twelve focus group interviews were held with primary school teachers from three different districts in the Gauteng Department of Education. Individual interviews were also held with three officials from district offices and three officials from provincial head-office. From the research it was concluded that the meso level forms the core level in the in-service training of teachers. The critical aspects on meso level were the training centres. At these centres, school management teams and other teacher trainers should be trained on a macro level. These teacher trainers train their teachers in school training committees, consisting of school principals and their management, teachers and other partners. It also recommended that centres are the most effective way of disseminating information to schools. School management teams and teacher trainers in turn disseminate information to their schools. Where a school or teacher experience difficulty they could either consult their school training committees or refer to the centres for assistance. Another important conclusion is that for this participatory strategy to be effective, school principals should accept teacher development as part of their management v responsibilities. This strategy is based on teacher involvement on all levels from policy formulation right down to the planning and implementation of in-service training. Another important aspect of this strategy is for the education authorities to place a teacher trainer at every centre to assist with planning and training if this approach is to be successfully implemented. It was also established that partnerships with other role players formed an important aspect of this strategy.

M.Ed. / Trainers at engineering training centres mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, trainers are put directly into class and are expected to teach. Although these trainers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, trainers experience unique problems, placing them under tremendous pressure and stress. With this study, an attempt is made to establish guidelines for a workable programme, for the in-service training of the trainers. At present, technology develops rapidly and knowledge expands at a breath taking rate. Therefore the trainer must stay a lifelong learner. The constant change and renewal of training methods, skills and techniques can only be addressed by effective in-service training. The following aspects should figure prominently in any in-service training programme: staff development; induction; skills and techniques; coaching; staff and relations; the practice. In order to put into practice, a workable in-service training programme, the following operational programmes were studied: staff development; induction; mentoring; coaching. The purpose of in-service training is the improvement of the quality of training, the effective execution of administrative tasks and the continuous upgrading of knowledge of technological and educational development.

No description available.