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The current process of continuous change in South Africa causes that the outdoor instructor and recreation services are confronted with a variety of demands: the demand for better service delivery, more comprehensive and multi-purpose programs, higher training requirement in practice, better facilities, more expected outcomes by the consumer and a safer environment. Further challenges for the outdoor instructor include long work hours, consecutive camps and intense programs during which high risk and responsibility form part of the work circumstances of the outdoor instructor. Responsibility includes the physical, emotional, social and spiritual welfare of both the outdoor instructors and the participants. Pressure on the adventure organisation/-centre and the outdoor instructor to provide in the expected need can lead to several different factors (organizational policy and procedures; specific work aspects; personality factors) influencing the outdoor instructor's work experience with regard to satisfaction or dissatisfaction. Work satisfaction or work dissatisfaction is an emotional attitude that indicates the extent to which the individual's needs and expectations within the work environment are satisfied. The extent to which these needs are satisfied, can play a role in the staff turn-over amongst outdoor instructors in other words, the permanent withdrawal of a worker from a worker organisation. A qualitative research design has been employed to determine the experienced relation between the personal and organizational factors that influence the work satisfaction of the outdoor instructor. From the available population of seven adventure organizations within the Gauteng and North-West Provinces, participants were selected by way of a probability selection. Eleven outdoor instructors agreed to take part in the study and were questioned through the use of semi-structured interview based on an interview schedule. The data was analysed after completion of the interviews based on Tesch and Giorgi's methods of content analysis. Results were evaluated from literature and based on the results, the conclusion can be reached that outdoor instructors experience the work as positive with regard to personality factors if the work falls within the outdoor instructor's interest and work ethics. Most outdoor instructors seemed to experience the work as negative with regard to the organisation policy and procedures, as well as certain work aspects. In cases where the outdoor instructors' work satisfaction was low, it had the potential to lead to high staff turn-over. There is in other words a relation between the work satisfaction of the outdoor instructor and his experience with regard to values, field of interest and organisational factors. With regard to this study and the findings, three hypotheses are accepted. Guidelines were formulated in addition to the conclusions regarding recreation research, recreation teaching and recreation practice. These guidelines contribute to the improvement of the work satisfaction of outdoor instructors and the lowering of staff turn-over at adventure organizations. The guidelines indicate further adjustments which organisations can make to keep outdoor instructors. These guidelines include the following: Guidelines to improve the experience relation between organisation environment and work satisfaction of the outdoor instructor with regard to work routines, terrain, finances, staff, time and organisational approach. There are also guidelines to improve the relation between field of interest, work ethics and work satisfaction of the outdoor instructor. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2010.

The current process of continuous change in South Africa causes that the outdoor instructor and recreation services are confronted with a variety of demands: the demand for better service delivery, more comprehensive and multi-purpose programs, higher training requirement in practice, better facilities, more expected outcomes by the consumer and a safer environment. Further challenges for the outdoor instructor include long work hours, consecutive camps and intense programs during which high risk and responsibility form part of the work circumstances of the outdoor instructor. Responsibility includes the physical, emotional, social and spiritual welfare of both the outdoor instructors and the participants. Pressure on the adventure organisation/-centre and the outdoor instructor to provide in the expected need can lead to several different factors (organizational policy and procedures; specific work aspects; personality factors) influencing the outdoor instructor's work experience with regard to satisfaction or dissatisfaction. Work satisfaction or work dissatisfaction is an emotional attitude that indicates the extent to which the individual's needs and expectations within the work environment are satisfied. The extent to which these needs are satisfied, can play a role in the staff turn-over amongst outdoor instructors in other words, the permanent withdrawal of a worker from a worker organisation. A qualitative research design has been employed to determine the experienced relation between the personal and organizational factors that influence the work satisfaction of the outdoor instructor. From the available population of seven adventure organizations within the Gauteng and North-West Provinces, participants were selected by way of a probability selection. Eleven outdoor instructors agreed to take part in the study and were questioned through the use of semi-structured interview based on an interview schedule. The data was analysed after completion of the interviews based on Tesch and Giorgi's methods of content analysis. Results were evaluated from literature and based on the results, the conclusion can be reached that outdoor instructors experience the work as positive with regard to personality factors if the work falls within the outdoor instructor's interest and work ethics. Most outdoor instructors seemed to experience the work as negative with regard to the organisation policy and procedures, as well as certain work aspects. In cases where the outdoor instructors' work satisfaction was low, it had the potential to lead to high staff turn-over. There is in other words a relation between the work satisfaction of the outdoor instructor and his experience with regard to values, field of interest and organisational factors. With regard to this study and the findings, three hypotheses are accepted. Guidelines were formulated in addition to the conclusions regarding recreation research, recreation teaching and recreation practice. These guidelines contribute to the improvement of the work satisfaction of outdoor instructors and the lowering of staff turn-over at adventure organizations. The guidelines indicate further adjustments which organisations can make to keep outdoor instructors. These guidelines include the following: Guidelines to improve the experience relation between organisation environment and work satisfaction of the outdoor instructor with regard to work routines, terrain, finances, staff, time and organisational approach. There are also guidelines to improve the relation between field of interest, work ethics and work satisfaction of the outdoor instructor. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2010.

The transitional period of attending college marks a shift towards personal independence for students. The management of conversational topics requires students to determine how they share information. Management of mental health information is a critical topic that cannot be overlooked during these re-negotiation periods. The goal of this study was to examine how the five privacy rule development criteria (culture, context, motivation, risk/benefit gender) of Communication Privacy Management Theory predict a college student’s likelihood to reveal a mental health problem to their instructor. Using multiple regression, bivariate linear regression, and factorial ANOVA, this study revealed that the CPM rule development criteria variables (culture, context, motivation, and gender) are predictors of college students disclosing a mental health problem to their instructors. Findings suggest that predictors of privacy management center on communication and relational factors between students and instructors as well as perceptions of an open conversation-oriented classroom culture, and gender.

Title: Analysis of try scuba and its participants in diving pit Aquapalace Praha Objectives: The main objective of this thesis is to analyze which group of people undergo try scuba according to age, average wage, edukation and residence. Methods: The research group consisted of 60 probands from the age of 10. The questionnaire survey was conducted at the diving pit in Aquapalace Čestlice during winter 2018 and spring 2019 under a supervision of trained and certified diving instructors. The questionnaire was always submitted to the probands after the end of the try scuba. Results: The results of the thesis define a group of participants attending try scuba organized by Divers Direct and show the opportunity to further focus on marketing activities and propose changes that would contribute to greater satisfaction of the participant and hence keeping them in diving courses ending with internationally valid certification. Keywords: intro dive, diving, diving instructor

Corporate healthcare education has changed drastically in the last few decades with few rules for compliance or standardization. A large healthcare company in the Southeastern United States was experiencing inequitable training due to differing teaching styles and instructor skill levels. Guided by Bandura's theory of self-efficacy, the purpose of this qualitative study was to explore how corporate healthcare instructors' credentials and experiences affect their perceived self-efficacy and teaching style. Interviews were conducted with 11 purposefully selected corporate healthcare instructors from a physician education team; collected data were then coded and themed. Findings revealed 3 major themes: (a) credentials enhanced the ability to teach, (b) experiences guided each corporate healthcare instructor to their current path, and (c) both teaching styles and perceived self-efficacy were highly dependent on experiences and credentials. Perceived self-efficacy levels increased in tandem with years of experience. A professional development plan was developed to encourage a standardized teaching style for corporate healthcare instructors. Large healthcare corporations may utilize this study to influence future hiring choices by identifying positive traits for new corporate healthcare instructors, identifying instructor needs for professional development, increasing reliability in training for learners, and providing positive social change through better healthcare delivered as a result of better employee training.

This thesis examined the relationships between instructors and students to determine the effects of prosocial instructor behavior on the college student experience for both in-person and online learning. Study One examined instructor rapport with students and verbal and nonverbal immediacy behaviors in face-to-face classes. Students reported on how their instructor constructed the classroom climate and perceptions of their instructor’s behavior. Results indicated that students’ perceptions of instructor verbal and nonverbal immediacy behaviors were related to lower student communication apprehension with instructors; whereas perceived classroom rapport was related with higher perceptions of their instructor’s credibility and was also related with a lower likelihood for students to engage in expressive and vengeful dissent about their instructor. Study Two used an experimental design to determine which instructor behaviors led to students’ perceptions of rapport, instructor credibility, and engagement in online learning. Results indicated that participants in the high professionalism and high clarity condition perceived more rapport, higher instructor credibility, and were more likely to be engaged in the class compared to participants in the low professionalism and low clarity condition. Perceptions of professionalism, clarity, and verbal immediacy all worked together as a significant model to predict rapport, instructor credibility, and engagement. In combination, this thesis revealed that positive student outcomes are a function of both instructor behavior and the environment they create.

AN ABSTRACT OF THE DISSERTATION OFMelissa Kinsella, for the Doctor of Philosophy degree in Rhetoric and Composition, presented on February 26, 2021, at Southern Illinois University Carbondale. TITLE: GRADUATE TUTORS/INSTRUCTORS: NAVIGATING SHIFTING IDENTITY ROLESMAJOR PROFESSOR: Dr. Lisa J. McClure Writing centers directors at many universities staff graduate student as tutors; these graduate students receive support for their graduate education while also fulfilling important role in the university. These graduate tutors can hold dual roles as both tutors and instructors - Graduate tutors/instructors (GTIs) as I have called them. GTIs have complex identities that include graduate, student, instructor, and tutor components. GTIs navigate between shifting roles as both classroom instructors and writing center peer collaborative tutors. There is a preexisting writing peer collaborative pedagogy and ethos that GTIs are expected to uphold when becoming writing center tutors. This phenomenological qualitative research study utilizes a survey and follow-up interview to specifically explore how GTIs view and experience their peer tutoring relationships, collaborative tutoring techniques, and their navigation and shift from instructor to tutor. GTIs are studied within the context of SIUC’s writing center. The results of this research offer initial insight into the GTI experience and provide a starting point for exploring the GTI experience on a larger and deeper scale. Writing center pedagogy emphasizes a peer tutoring dynamic; results find that GTIs feel differing degrees of peer frequencies dependent on both the GTIs’ and tutees’ demographic. Further, collaborative techniques are offered within writing center scholarship to enact peer tutoring exchanges; results identify a tendency to collaborate with all tutee demographics with frequency differences reflecting the stage of the writing process and tutee need. The peer and collaborative results present scenarios in which peer and collaborative tutoring doesn’t necessarily go hand-in-hand, while also suggesting that collaborative techniques could be used in spite of a peer relationship; collaboration could also be utilized to enact a peer exchange, even when a peer relationship isn’t present. Moreover, there are ways that shifting from instructor to tutor impacts the tutoring exchange in terms of tutor authority, knowledge, evaluation, and technique. Writing center directors and researchers should acknowledge the complexity of the GTI experience in order to support and understand the GTI exchange and navigation. Keywords: peer tutor, graduate tutor, writing center collaboration, instructor to tutor navigation

In the short history of online education research, researchers studying teacher experiences regularly relied on anecdotal examples or small samples. This research sought to support and enhance previous findings concerning the best practices in online education through a nationwide survey of online and blended course instructors. The survey inquired about demographics (such as age, race, and gender), professional position(i.e. tenured professor), institution, department, and their initial and current feelings about teaching online education. It questioned if the respondents studied online as students,what resources administrators provided, their audience, length of instructional experience, and personal behaviors such as blogging or using social media. It also asked what they would want administrators to know, all with the intent to verify current beliefs about the best practices, discover additional possibilities, and find practices,demographics, and behaviors that may be associated or correlated with positive or negative experiences in online education. The study did not acquire enough responses to make generalizable statistical conclusions to the population of online instructors at the top higher educational institutions of the United States, yet the findings supported many of the established best practices in online education: establishing teacher presence, choosing the best content, establishing supportive class communities with interactive social activities, using variety, communicating expectations with students, beginning with clearly defined learning outcomes, making the course materials easily accessible and navigable for students, and emulating the best classroom pedagogies while acknowledging and adjusting for the differences. It also revealed six primary factors the participants felt impacted their positive or negative experiences in online learning: (a) the instructor’s impressions that they/the course succeeded or failed; (b) the quality or lack thereof of student responses and learning; (c) the amount of interaction with students in the course; (d) the perceived availability or unavailability of effective, helpful, and timely support from the institution, colleagues, and IT/technical department; (e) the level of reliability, ease-of-use, and functionality of the LMS or software; and (f) the attitude of the instructor about the medium, including the freedom of design and creation;Additionally, it revealed some instructor concerns about fair compensation for time and effort, particularly when beginning online instruction.

Approachability of nursing clinical instructors is largely unknown and misunderstood, yet critical for millennial students which currently comprise 82% of nursing students (National League for Nursing, 2014). Nursing education consists of both a didactic and a clinical component. Clinical education is dynamic and allows the student an experiential learning opportunity. Therefore, clinical nursing educators are vitally important. Approachability has been identified in many studies as a leading characteristic of an effective instructor. Although the importance of approachability of the instructor is established, currently no scale exists to measure this concept. The purpose of this study was to examine the validity and reliability of the newly developed Approachability of Nursing Clinical Instructor (ANCI) scale. Based on the results of this study, the newly developed ANCI scale meets all four aspects of validity (face, content, construct and criterion-related) and reliability is established. The confirmatory analysis indicated a one-factor scale with 56.102 of the variance explained. There are multiple future recommendations for the ANCI scale which include further psychometric testing the new scale, potential theory testing, education and screening of new clinical instructors and expanding the ANCI within nursing and to other disciplines.