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The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

Being an Older Mother: Metamorphoses of Late Motherhood from the Foundation of Czechoslovakia up to the Present Abstract The doctoral thesis gives a macro-structural view of the metamorphoses of late motherhood, here defined as motherhood of women aged over 35, as they have occurred in the Czech lands between 1920 and 2015. The study examines to which extent the reflection of late motherhood in selected professional and feminine / lifestyle periodicals converges with the findings derived from demographic data analysis. For this purpose, a mixed methods research has been conducted to link the conclusions from quantitative analysis of demographic data (demographic analysis and binary logistic regression) to those from qualitative and quantitative media analyses (discourse and content analyses). As the study shows, the development of late motherhood in the Czech lands varies across a range of possible perceptions in the media, levels and fertility rates. The thesis shows a strong coherence between the perception of late motherhood in the media and conclusions drawn from the demographic data analysis, which are consistent for most of the observed years. According to the results of the analysis, with some simplification, five different types of late motherhood are determined. The first type, the "Experienced...

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

The purpose of this study is to focus on constructing a modelling-based learning environment to improve learner performance in grade 6 mathematics classrooms. The purpose emanates from the continued poor performance of learners in mathematics at different school levels, especially grade 6. The teaching and learning of mathematics is explained from an ontological point of departure, focussing on constructivist paradigms. Different types of constructivism are discussed with special attention to the school mathematics domain. The learning, problem based learning, problem solving and learning environment are key components in the discussion. A theoretical perspective on the design of modelling as a powerful learning environment in primary schools mathematics classrooms is provided. Focus is placed on the applicability of the modelling-based learning environment on the South African mathematics curriculum and on study orientation as a key component to help develop an understanding of why learners perform or do not perform in mathematics. A mixed method research design, in which quantitative and qualitative are combined to achieve the outcomes of the research problem, is chosen for this research study project to provide a purposeful research framework. The findings of the research include not only learners’ improvement in dealing with non-routine, mathematical word problems but also in general-routine, mathematical word problems. A second finding shows that the overall SOM pre/post/retention showed good reliability, acceptable construct validity, good practical significance, and large effect but had low to medium effect in individual fields. The univariate analysis for the Crossover design used indicated that the problem solving field had statistical significance and practical significance, and the study milieu and mathematical confidence field might have statistical significance and practical significance. The third finding provided evidence concerning teacher administration, teacher and learner interaction, assessment and homework. The findings from the quantitative and qualitative data-analysis and interpretations, and literature review, guided the researcher in proposing a construct for a modelling-based learning environment as a means to improve learners’ mathematics performance in grade 6 mathematics classes in the John Toalo Gaetswe (JTG) District. The contribution that this study makes is to propose a construct for a modelling-based learning environment to improve learner performance in grade 6 mathematics. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

The purpose of this study is to focus on constructing a modelling-based learning environment to improve learner performance in grade 6 mathematics classrooms. The purpose emanates from the continued poor performance of learners in mathematics at different school levels, especially grade 6. The teaching and learning of mathematics is explained from an ontological point of departure, focussing on constructivist paradigms. Different types of constructivism are discussed with special attention to the school mathematics domain. The learning, problem based learning, problem solving and learning environment are key components in the discussion. A theoretical perspective on the design of modelling as a powerful learning environment in primary schools mathematics classrooms is provided. Focus is placed on the applicability of the modelling-based learning environment on the South African mathematics curriculum and on study orientation as a key component to help develop an understanding of why learners perform or do not perform in mathematics. A mixed method research design, in which quantitative and qualitative are combined to achieve the outcomes of the research problem, is chosen for this research study project to provide a purposeful research framework. The findings of the research include not only learners’ improvement in dealing with non-routine, mathematical word problems but also in general-routine, mathematical word problems. A second finding shows that the overall SOM pre/post/retention showed good reliability, acceptable construct validity, good practical significance, and large effect but had low to medium effect in individual fields. The univariate analysis for the Crossover design used indicated that the problem solving field had statistical significance and practical significance, and the study milieu and mathematical confidence field might have statistical significance and practical significance. The third finding provided evidence concerning teacher administration, teacher and learner interaction, assessment and homework. The findings from the quantitative and qualitative data-analysis and interpretations, and literature review, guided the researcher in proposing a construct for a modelling-based learning environment as a means to improve learners’ mathematics performance in grade 6 mathematics classes in the John Toalo Gaetswe (JTG) District. The contribution that this study makes is to propose a construct for a modelling-based learning environment to improve learner performance in grade 6 mathematics. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Legislators are placing increased pressure on mining companies to improve their safety performance. The importance of safety leadership is highlighted by its role in safety culture and improving safety performance. The aim of this study was to develop and evaluate the impact of a coaching program on safety leadership. The main constructs namely safety culture, safety leadership and coaching was conceptualised along the humanistic paradigm, with theoretical definitions and models. In this study, safety culture is employees’ shared attitudes, beliefs, perceptions and values about safety that affect their behaviour in the workplace. Safety leadership is the interpersonal influence that a leader exercises to achieve the organisation’s safety performance goals. Coaching is an interpersonal interaction that aims to improve individual performance through increased selfawareness and action plans. A theoretical model was developed to explain the elements that constitute effective safety leadership. A coaching program was developed based on executive coaching and leadership development principles. The empirical investigation was conducted in an organisation in the South African mining industry. A nested mixed methods design was followed. In the quantitative study, a 360 degree survey was employed to assess the ratings of a purposive sample (n=54) along eight dimensions before and after the coaching. Data was analysed with descriptive and inferential analysis. Results showed statistically significant improvements on accountability, collaboration, and feedback and recognition after the coaching. The results reflected differences in 360 degree ratings according to gender, race, job level, age and geographical location. The most significant improvements were for females, Africans, management, age 51-60 years, and site 2. In the qualitative study, a semi-structured interview was employed to study four cases to investigate managers’ personal experiences and changes in attitude toward safety. Data was analysed utilising thematic analysis. The findings revealed that coaching was a positive experience and contributed to changing managers’ attitudes toward safety. The research added to the field of organisational behaviour by presenting a theoretical model that enhances the understanding of safety leadership, the development of a coaching program and providing empirical evidence that the principles of coaching and leadership development can be applied to improve safety leadership. / Industrial & Organisational Psychology / D. Admin. (Industrial and Organisational Psychology)

The work ethic has been a popular topic for public comment and for research in the social sciences. The work ethic is usually understood to embody the values, beliefs and principles an individual has in relation to work. Work is an important dimension of human experience. Governments and employers are particularly interested in increasing productivity and competitiveness in connection with work and the work ethic is perceived as an important catalyst in achieving these goals. The main point of reference for discussion about the work ethic in the past century has been Max Weber's Protestant ethic thesis. Weber's thesis has attracted much criticism over the years and contemporary writers have suggested that alternative conceptions of the work ethic do exist. Despite widespread agreement that this is the case, consensus has not yet been reached on how such conceptions should be defined or how they may manifest in an individual. The majority of research on the work ethic has been limited to the collection of quantitative data using one of several survey instruments that are available. Fewer studies have collected data on the work ethic using a qualitative approach and yet, this is exactly what is required to achieve progress in identifying the range of conceptions that may exist. This study occurs in the context of teacher education and the work ethic has relevance to teachers and teacher educators for several reasons. Teachers, through the explicit and hidden curriculum they provide, have some responsibility for inculcating a work ethic in their students. It follows that it is important to understand the work ethic of teachers on this basis alone. A most logical starting place for accomplishing this task is during their career preparation. This study advocates explicit examination of preservice teachers' conceptions of the work ethic and exploration of how this might affect their career and curriculum decision making processes. This research is primarily intended to inform teacher educators who wish to pay attention to these things in their programs, along with researchers from other disciplines who are interested in the work ethic. Inspired by a pragmatic philosophy, this study utilised a mixed method research design to investigate the conceptions of the work ethic held by a group of preservice teachers studying in Brisbane, the capital city of the state of Queensland, Australia. Priority was given to the first phase of the research, which was to identify the qualitative conceptions of the work ethic held by the preservice teachers. The second quantitative phase was intended to complement and expand those findings by demonstrating that an established instrument in the measurement of work ethic could be used to profile conceptions of the work ethic held by an individual. The first phase of the research adopted a phenomenographic approach to identify nine conceptions of the work ethic held by a group of 22 preservice teachers. A courtship metaphor was used to characterise each of the nine conceptions which were labelled as Honeymoon, Monogamist, Serial Monogamist, Arranged Marriage, Celibate, Obsession, One-night Stand, Hedonist and Polyamorist. The second phase of the research used quantitative techniques involving factor analysis and linear modelling to link anonymous responses from 411 preservice teachers to the Occupational Work Ethic Inventory (OWEI) with the nine conceptions identified in the first phase of the research. It was found that the OWEI could be used to profile an individual's orientation to the work ethic conceptions that were defined. This research responded to calls in the literature for a better understanding of the characteristics of the people who choose to become teachers. It also suggested ways in which teacher education could be improved to prepare preservice teachers better through socialisation practices and the university curriculum. This study confirms that there are qualitatively different conceptions of the work ethic that may provide an alternative to the traditional Weberian conception. A technique is proposed to associate OWEI responses with the model of nine work ethic conceptions. Suggestions are also made with respect to potential improvement of the OWEI.

This thesis addresses the question as to why multilevel politics is becoming an integral part of politics in Europe. Multilevel politics is conceptualized as a system which functions through a complex web of political relations within and across levels of decision making. The thesis argues that the rise of multilevel politics can be explained by its institutionalization in terms of the emergence, the evolution and especially the effects of relevant institutions. Based on a mixed-method research project, the influence of European institutions on subnational actors and the alignment of actor motives with institutional characteristics are empirically shown. The first chapter of the dissertation establishes the centrality of institutions for political transformation, examines the role of transnational and domestic institutions for multilevel politics, and contextualizes the research question in terms of institution-actor relations. The second chapter develops a new-institutionalist theoretical framework that explains the emergence, the evolution and the effects of the institutions, and formulates a series of hypotheses with regard to freestanding institutional influence, power distribution, material benefits and political identification. The third chapter outlines the mixed-method research design which addresses individual-level and institutional-level variations through a Europe-wide survey and a comparative case study. The fourth chapter on survey results shows generally favourable views on multilevel politics, and strong associations of these views with the independent variables under scrutiny. The fifth chapter specifies a multivariate model which includes all posited variables and confirms the majority of the hypotheses. Therefore, the new-institutionalist argument is broadly confirmed, while there is relatively weak evidence to sustain sociological explanations. The final chapter compares the Committee of the Regions and the Congress of Local and Regional Authorities, and examines the institutional characteristics which correspond to the hypothesized variables. It is then concluded that the two institutions share several overarching similarities, and display complementarity in other aspects.

Legislators are placing increased pressure on mining companies to improve their safety performance. The importance of safety leadership is highlighted by its role in safety culture and improving safety performance. The aim of this study was to develop and evaluate the impact of a coaching program on safety leadership. The main constructs namely safety culture, safety leadership and coaching was conceptualised along the humanistic paradigm, with theoretical definitions and models. In this study, safety culture is employees’ shared attitudes, beliefs, perceptions and values about safety that affect their behaviour in the workplace. Safety leadership is the interpersonal influence that a leader exercises to achieve the organisation’s safety performance goals. Coaching is an interpersonal interaction that aims to improve individual performance through increased selfawareness and action plans. A theoretical model was developed to explain the elements that constitute effective safety leadership. A coaching program was developed based on executive coaching and leadership development principles. The empirical investigation was conducted in an organisation in the South African mining industry. A nested mixed methods design was followed. In the quantitative study, a 360 degree survey was employed to assess the ratings of a purposive sample (n=54) along eight dimensions before and after the coaching. Data was analysed with descriptive and inferential analysis. Results showed statistically significant improvements on accountability, collaboration, and feedback and recognition after the coaching. The results reflected differences in 360 degree ratings according to gender, race, job level, age and geographical location. The most significant improvements were for females, Africans, management, age 51-60 years, and site 2. In the qualitative study, a semi-structured interview was employed to study four cases to investigate managers’ personal experiences and changes in attitude toward safety. Data was analysed utilising thematic analysis. The findings revealed that coaching was a positive experience and contributed to changing managers’ attitudes toward safety. The research added to the field of organisational behaviour by presenting a theoretical model that enhances the understanding of safety leadership, the development of a coaching program and providing empirical evidence that the principles of coaching and leadership development can be applied to improve safety leadership. / Industrial and Organisational Psychology / D. Admin. (Industrial and Organisational Psychology)