M.Cur. (Nursing Science (Critical Care)) / Qualified critical care nurses are under internal and external stresses in the workplace, relating to role conflict, role ambiguity, increased workloads, the need for rapid decision making and the speedy delivery of care. However, having inexperienced students in critical care units put responsibility and additional stress on the qualified critical care nurses within the units. This may result in some of these qualified nurses not being willing to help with the education of the students. The purpose of the study was to explore and describe the experiences of QCCNs regarding students working in CCUs in a Gauteng Academic Hospital and to describe the recommendations to support the QCCNs in the critical care units. The research question asked was: What are the experiences of the QCCNs regarding students working in the CCUs? A qualitative, exploratory, descriptive and contextual design was followed to provide an in depth description and understanding of the experiences of QCCNs regarding students in critical care units. The study followed a hermeneutic approach. The accessible population was QCCNs currently working in the CCUs in a Gauteng Academic Hospital. A purposive sampling method was followed. Focus group interviews were conducted to collect data. The participants were asked these questions: ‘How do you experience the students working in your unit?’ The follow up question was: ‘What can be done to help you?’ Data saturation occurred on the fourth (4) focus group interview. Data collection took place on field trips and was transcribed verbatim from a tape recorder. Ethical considerations were upheld at all times during the study. Data was analyzed using Tesch method. The results comprised of a central theme, namely, qualified critical care nurses experience working with students in critical care units as stressful, increasing workload and a burden. The four (4) themes that emerged were: stress and increased workload, emotions about working with students in critical care units, attitude of qualified critical care nurses towards working with students and recommendations for CCUs to handle stress. From the findings and the main themes that emerged, recommendations to support the QCCNs were described. Trustworthiness of the data collected was upheld at all times during the study.

M.Com. (Industrial Psychology) / The study examines the antecedents of job satisfaction, focusing on the influence of co-worker relations (work role fit, co-worker support, supervisor support, norm adherence and self- consciousness), and psychological safety. The primary research objective was to examine the levels of job satisfaction experienced by academics. Respondents from a higher education institution were asked to complete an online survey containing, the Minnesota Job Satisfaction Questionnaire and an extract from the Workplace Characteristics Questionnaire compiled by May, Harter, & Gilson (2004). The results report relatively high levels of job satisfaction for both intrinsic and extrinsic satisfaction. Significant differences in perceived job satisfaction were obtained for age, qualification type and staff classification. Psychological safety and co-worker relations reported a predictive relationship with job satisfaction (intrinsic and extrinsic). Work role fit, co-worker support and supervisor support were positively associated with psychological safety; adherence to co-worker norms and self-consciousness were negatively associated. The mediation analysis revealed that psychological safety mediates the relationship between co-worker relations and job satisfaction. Psychological safety mediates the influence of co-worker relations’ variables (co-worker support and self-consciousness) and intrinsic job satisfaction fully. Work role fit had a strong effect on both intrinsic and extrinsic satisfaction. Psychological safety partially mediated the relationship for both co-worker support and supervisor support, and extrinsic job satisfaction.

Philosophiae Doctor - PhD / Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial implementation of top-down improvement strategies is that it fails to appeal to teachers because of their historical experiences of such short term and intermittent improvement interventions. This study focussed on the development of a Professional Learning Community (PLC) as a possible continuous professional teacher development (CPTD) model with a promise to deliver effective CPTD. Literature in this regard indicates this model of CPTD as highly effective to support sustained teacher development. The efficacy a PLC is predicated on a collaborative and relational approach to teacher development and professional learning underpinned by a microclimate of commonality. The initiation of PLCs is a complex task. It requires a deep understanding of the processes involved in orientating teachers to processes that involve reflective dialogue and collaborative inquiry. Hence this study sought to investigate experiences of teachers in a PLC established through an alliance involving teachers, didacticians and education officials. This study found that the PLC signifier conveys significant meaning for teachers in terms of their engagement in the PLC. Moreover, teachers’ experiences of the PLC model confirmed the generally accepted features of a PLC. The importance of having a common vision, norms and standards was shown to be an important dimension of the PLC. Besides the fact that the active promotion of this shared vision by the PLC leadership and other education administrators was highlighted, teachers in general accepted the importance of being reflective practitioners. Despite this belief in the value of collaborative reflection, this study found that it does not take place as often as one would expect. This is, to some extent, due to the timetabling arrangements at most schools in the sample. Findings of this investigation provided evidence that it is possible in a PLC to effect a shift from professional development to professional learning. This is consistent with literature in this regard, for example, Benken & Brown (2010) support this argument by indicating that CPTD should be viewed as professional learning that is sustained over time. However, the issue of sustainability is an important challenge. This study revealed that teachers see sustainability as a function of three important variables, namely, recognition by school leadership and administrators, support from the organised teacher movements and subject organisations, and teacher commitment. Important affordances of a PLC identified through this study are relational agency, epistemic agency and a micro-climate of commonality. These affordances are viewed as important enablers of collaborative inquiry and reflective dialogue and underscores the community aspect of a PLC.

The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.

In this study, the researcher sought to understand why teachers of Physical Sciences participate in the South African 'Eskom Expo for Young Scientists'. This was analysed in terms of the educational significance that they perceive the science fair to offer, what sustains their participation over a long period of time, and the extent to which Expo participation provides an opportunity for professional development. The educational significance of the Expo was established in terms of its contribution to the Professional Identity of teachers, and was related to the roles (organiser, mentor and judge) of participation in science fairs. The sampling employed in the study was both purposive and convenience-based in nature. Only schools participating regularly (at least five times in the past ten years) in the long running (since 1980) of the 'Expo for Young Scientists' (Northern Gauteng Region) were selected. Five urban public high schools and ten teachers of the school subject "Physical Sciences" were identified to participate in this study. Face-to-face semi-structured interviews were conducted with two teachers from each school in this QUAL-quan research approach. The interview transcripts were subjected to a thematic analysis, where after the points raised by the teachers were clustered into categories and related to sub-themes and themes according to the educational significance for teachers, the benefits and drawbacks for learners, teachers' Professional Identity, and reasons for sustained participation. Many researchers regard science fairs as one of the better ways to enhance science education. Globally, science fairs have been taking place for more than 30 years and are thought to have educational value for both science teachers and learners. These science fairs provide a context for the development and application of scientific investigation and research skills. This research employed the model of Beijaard, Meijer and Verloop (2004) to characterise teachers' Professional Identity (professional knowledge, attitudes, beliefs, norms and values, and emotions). The researcher also employed Ajzen's (1991) Theory of Planned Behaviour to understand why teachers take part and sustain their involvement in the Expo, be it at school or regional level. The major focus was thus on the benefits for teachers as perceived by them, with some contextualisation of the educational benefits and potential drawbacks for learners, while the literature to date has largely reported on the benefits for learners. This study has found that expos provide sustainable educational significance in terms of professional development for teachers, and enhance aspects of their Professional Identity, such as contributing to pedagogical knowledge, pedagogical content knowledge, as well as scientific procedural and declarative or factual knowledge. Their self-efficacy beliefs are strengthened, positive attitudes are developed, and strategies of inquiry based learning and effective methodological instructions in science education, which contributes to their teaching. Learners gain knowledge of science through reading and investigations, and also learn more of the nature of science. Teachers' values (and those of their schools) are reflected when their emotions are lifted in sharing learners' achievements in the science Expo. Teachers learn both from their engagement with learners, but also through networking opportunities with fellow teachers. The consequent enhancement of Professional Identity contributes to the sustainability of their participation in the Expo. Although this research focused on teachers of Physical Sciences, learners in the Expo are guided on projects ranging from biology and environmental sciences, engineering and design, information technology to psychology, and various social sciences beyond the physical sciences. The teachers who guide the subjects related to these fields possibly have similar experiences, thus extending investigations to such teachers would surely provide a richer set of insights. Teachers who do not sustain their participation did not form part of the research, but their experiences and perceptions were included to further enrich the nature of the findings. It is recommended that the opportunity for professional development that is provided by teachers' participation in such school level investigation science fairs be acknowledged and promoted by schools and fair organisers. They can do this by continuing to extend the range of teachers who are encouraged to be involved in such science fairs. / Dissertation (MEd)--University of Pretoria, 2016. / Humanities Education / MEd / Unrestricted

Federal legislation mandates inclusion of students with special needs in general classrooms. Teachers in the Shelco school system implemented this mandate to teach in an inclusive classroom given limited professional development, and a desire for more. To determine their preparedness to teach with inclusion, 44 general education teachers participated in this correlational study. Two surveys were administered: Teachers' Self-Efficacy Survey and Stages of Concern Questionnaire. Scores were combined to identify and recommend groups of teachers for differentiated professional development. Social constructivism, which focuses on how learning is affected by social concepts such as self-efficacy and concerns, was the theoretical framework. The research questions examined the relationship between teachers' self-efficacy (SE) and stages of concerns (SoC) about teaching with inclusion. Data were collected on teachers' education, inclusion self-efficacy, and stages of concern about teaching with inclusion. Correlations between means for profile scores, grade level, and building were used to define grade-level training needs. Spearman's correlations indicated a significant correlation between teacher SE and SoC (r = .36). Results for the first school sample indicated no significant correlation between teacher SE and SoC (r =.-18), while results for the second school sample indicated a significant correlation between teacher SE and SoC (r = .47). This study has the potential to contribute to positive social change by encouraging administrators and school leaders to design inclusion PD sessions that are differentiated according to general educators' specific SE and SoC scores.

Educational literature has established that over half of all teachers leave the profession within 3 years. Exploring the 1st-year teacher transition and its inherent challenges has been necessary to educational stakeholders seeking to achieve national standards and improve the educational environment, student achievement, and teacher retention. This study's purpose was to investigate 1st-year teacher induction programs; determine the type of support components included, whether from administrators, mentors, or colleagues; and identify which components 1st-year teachers perceived as most effective. The professional development models of Wong, of Johnson and Kardos, and of Curran and Goldrick provided the conceptual framework. The guiding research question focused on discovering new teacher perceptions of induction program components. Participants anonymously responded to a 68-item survey of nominal and Likert-scale items about induction program components and their effectiveness. Descriptive statistics indicated the most commonly included and effective components were assignment in certification area and providing a mentor, formal administrator evaluations, and campus/district orientation sessions. The most effective mentor support components were treating mentees with respect and being accessible. Administrators were most effective when providing clear expectations, constructive performance feedback, and help with discipline matters and parents. Colleagues were effective at integrating novices into the teaching community. Recommendations include enhancing relationship development, providing cooperative planning, and integrating teacher expertise locally. This study promotes social change by empowering administrators to improve 1st-year teacher induction programs, mentorship, and administrative support.

Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.

This dissertation presents research that addresses the question of how professional development influences inservice teachers' professional identity. In three journal articles, specific inquiries address research questions drawn from this broader conversation. In article one, we answered the question of what unifying characteristics democratic educators exhibit in their pedagogies and methods. By conducting an integrative literature review, we find that those who indicate that they are democratic educators used four major pedagogical categories including inquiry methods, artistic methods, oral methods, and student-centered methods. In the second article, we addressed the question of how professional development influences teachers' professional civic identities. In an analysis of a qualitative descriptive survey, we found five major representative identity themes: innovative classroom practice, empathetic learning environments, relationships of trust, voices of confidence, and social connectedness. In the last article, we addressed the question of how affective identity may impact teacher practice. This qualitative exploratory study identified six potential intersections of affective outcomes and practice including gratitude and enhancing partnerships, empathy and building relationships, curiosity and focusing on improvements, excitement, and changes in classroom practice, hope and stronger advocacy, and passion and understanding diversity. By studying the lived experiences of teachers in a specific professional development program this dissertation captures aspects of inservice teachers' growth that can serve to influence the continued development of theory and research on professional identity growth and professional development programs.

In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.