Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Diane L. Schallert. Vita. Includes bibliographical references. Also available from UMI.

Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: Bradley Waite. "... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 47-52). Also available via the World Wide Web.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Samuel Miller; submitted to the School of Education. Includes bibliographical references (p. 96-102).

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vii, 115 p. Includes abstract. Includes bibliographical references (p. 62-77).

The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2014 / The main aim of the study was to explore factors which influence levels of teacher motivation at schools under the jurisdiction of uThungulu district in KwaZulu-Natal Province. In particular the study sought: • To determine factors that influence levels of teacher motivation at both primary and secondary schools in the said district • To determine the effects which these factors have on the teachers’ daily teaching and learning activities at schools where they are employed, and • To explore teachers’ views or opinions with regard to what they think the employer should do to improve the conditions of service as professionals, A purposive sampling design was adopted to draw a sample of 120 teachers from 8 primary and 7 high schools falling under uThungulu district. The researcher used a questionnaire to collect data from the respondents. Both qualitative and quantitative methods were used to analyze data. Data from close- ended questions was analyzed by means of descriptive statistics. Raw data was converted into percentages, and then it was spatially represented by means of bar graphs and pie-charts. Content analysis was used to analyze qualitative data after identifying and grouping together similar themes in the protocols. The results of the study showed inter alia that low salaries, learner discipline, lack of security at schools, political interference in the education system, ever-changing education policies, and lack of recognition were the most important factors which impacted on the level of teacher motivation. There was also an indication that lack of teaching and learning resources such as textbooks and computers, overcrowding in the classrooms, corruption, and lack of adherence to the guidelines for promotions all contribute to teachers becoming demotivated in their attempt to execute their duties in a dedicated and responsible manner. There was a general agreement among the respondents that the employer needs to address the workers concerns as one way of improving the working conditions in the teaching profession. They felt that the salaries that they earn were not worth the amount of work they had to carry out on a daily basis at schools. Another factor which emerged was the issue of orphaned children who were breadwinners in their families because of HIV and AIDS pandemic, as well as high rate of teenage pregnancy. Teachers felt they had become social workers and sometimes even nurses which professions they were never trained for. This situation, which was indicated to be even worse at high schools, had greatly forced teachers to portray these other roles, putting their very own lives at risk. In the process they felt their profession was being greatly compromised.

A dissertation submitted in partial fulfilment of the requirements for the degree of MASTERS IN EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF ZULULAND, 1993. / The aim of the study was to undertake a literature study of the life-world of the principal and to describe how changes in society have effected his motivation of his staff and pupiIs. As an introduction a psychopedagogical perspective on the role of the principa.1 an motivating his staff and pupils is given - When the beginner principal or a serving principal enters his school he may find teachers and pupils but he may not be certain of their willingness to be totally involved. Broadly speaking the principal is a leader and as such it was necessary to look at a few definitions of leadership. The definitions are as many as there are authors on the topic - But it is generally agreed that it be taken as the process of influencing the activities and behaviour of an individual or a group towards goal achievement in a given situation. Leaders are people who have the ability to get others to co-operate with them in doing something. They can be described as people who know the way and go the way. They include the foilowing: Agitator or reformer; the bureaucrat and nomathet; the ideographic and authoritarian, etc. Leadership is often linked with motivation which can be defined as the intensity of the involvement in anything that a person does. Many authors have from time to time come out with a variety of apt descriptions all bordering on the influence on the conduct that some person has on others.Indeed leadership is concerned with the implementation of those policies and decisions which succeed in directing the activities of an organisation or school towards its specific goals. It has been said that the effective running of a school is dependent on the principal as the leader. The school will be what he makes it. He is responsible for everything that takes pi ace in it. He is even responsible for those functions which he has delegated to his sub—ordinates. The leader must be sufficiently motivated in the work of the group. In the school situation the inspiration and drive of the principal must motivate the staff to join forces and became a vibrant body. In the same vein there must be? a relationship of trust, understanding and authority. It is through the principal's experiences of reality that his own life—world comes into being. Like all human beings he should be able to think about himself. He should be able to take stack of his accomplishments. He should be totally involved with his relationships with others, with things/objects and his Creator. Even the ideas that abound in his area and thus form part of his experience are in some form of relationship with him. The results of the sudden urbanisation and papulation explosion have affected the principal because of the influx of pupiIs who come from the informal settlements. Some of these were efforts of using the school buildings as venues far social change. Of course the principal must 1eave an imprint of the Christian faith everywhere in his school. The principal should always involve his staff in order to encourage them. Teachers feel motivated by the trust that a principal shows in them. Educational goals are easily accomplished when all the participants feel involved. Consultations even deliberations at staff meetings or staff development programmes have a tendency of curbing teacher militancy and group bargaining. He should be the moving spirit in the school as he has his finger on the pulse of the establishment. It is also the duty of the principal to encourage the parents of the children at his school. All pupils feel motivated to know that they belong to a school that has a goad track record — and a tradition of excellence. In class an attempt should be made to arouse the enquiring attitude of the pupils. It pays for the principal to set up definite and real istic goals for pupils and give them the results. In a similar manner many parents appreciate being associated with a meaningful school . Besides the trend these days is for the extension of control from the Internal Management Councils to the Management Councils which include parents even on the standing sub—committees. The Education Renewal Strategy document has advocated for an increased say far parents. The recommendations are that: # All beginner principals must attend an orientation programme arranged for principals. # All serving principals must attend regular (twice a year) enrichment programmes (for principals). # Internal Management CounciIs (IMC's) must be established in all Black schools. These IMC's wi11 comprise the principal, deputy principal and heads of departments. All existing School Committees in Black schools must be replaced by Management Councils (MC's).

No description available.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 114-121).