The aim of Masters Thesis Business plan, Afterschool Activities for Kids is to create a business plan for the new organization providing school activities for children. The first part will introduce the theory for a business plan. In practical part concrete plan will be settled which shows up every necessary steps to needed to get through while realization and outlines the various ideas and solutions to achieve good economic results of the organization. The author of this Masters Thesis deepens the knowledge of the preparation of business plans and complex view of critical sections of the analysis and indicators of project that will be implemented in the future.

Parental involvement in education in Kenya is mainly limited to financial contributions and teacher-parent meetings. Given the high cost of education and the need to improve quality of education, parental involvement is important. The effectiveness of educational restructuring initiatives therefore would depend on more comprehensive parental involvement in schools. A literature study investigated existing programmes and models of parental involvement in schools as well as legislation as pertaining to parental involvement in Kenya. A qualitative design utilising Epstein’s model of parental involvement was used to examine parental involvement practice in public primary schools in Kenya. Accordingly, a qualitative approach within purposefully selected schools study was conducted. The findings suggested that parental involvement activities in the study sample fitted Epstein’s typology comparatively well. Based on the findings recommendations for the improvement of parental involvement practice were presented. / Educational Leadership and Management / D. Ed. (Education Management)

MEDEM / Department of Curriculum Studies and Education Management

MEDEM / Department of Curriculum Studies and Educational Management

MEDCS / Department of Curriculum Studies and Education Management

MEDEM / Department of Curriculum Studies and Educational Management

The diploma thesis entitled The Strategy of Human Resource Management in Kindergartens and Primary Schools has the main goal of comparing the differences in the strategic management of human resources in kindergartens and primary schools. The thesis defines human resources management as a modern form of personnel work, emphasizes the importance of strategic management and analyzes standard forms and methods of human resources management. It deals with the strategic management of human resources in education and in this context shows the specifics of human resource management in kindergartens and primary schools. It also defines human resource management in education, what are the prerequisites for successful management and strategy development. Two research methods were selected for empirical research: questioning and semi-structured interviews. The method of the questionnaire was supplemented by the method of a semi-structured interview due to more precise and detailed information on the issue of strategic human resources management in kindergartens and primary schools. The practical goal is to get an overview of the strategic management of human resources in kindergartens and primary schools and the possible use of the information obtained in the strategic management of human resources to...

The main research question was What are the relationships between parenting style, self-regulated learning (SRL) and the academic achievement of selected (upper) primary school students in Ethiopia? The following specific research questions were formulated: • What are the views of the students on the parenting styles, and on parental acceptance and control, the cognitive strategies they use, and their self-regulated learning? • What is the relationship between parenting style and SRL? • What is the relationship between parenting style and academic achievement? • What is the relationship between SRL and academic achievement? • Does SRL moderate the relationship between parenting style and academic achievement? In this study a correlational design was used, but it was also exploratory and descriptive. Data were collected by means of a self-report questionnaire, while the academic achievements of the students were derived from official records. The questionnaire was completed by 477 randomly selected students from two classes in each of five schools in Hawasa, Ethiopia. The analysis of the data was done by means of descriptive, correlation, and ANOVA tests. The major findings included the following: Most of the children experienced acceptance by their parents, in particular from their female parents/guardians. The best levels of acceptance were, for example, “When I get a poor grade at school, my parents encourage me to try harder”, or “I can count on my parents to help me if I have some kind of a problem”, and “My parents keep pushing me to do my best in whatever I do”. However, it was found that the parents seldom spent time merely talking to their children. The female parents/guardians seemed to control their children more than the male parents/guardians, and were more involved with their children. The children, though, also believed that their parents/guardians did not really know how they spent their leisure time. More often the children perceived their parents as being neglectful. Regarding their cognitive strategies, the students particularly made use of memorization. The cognitive strategies of the children whose parents were authoritative were significantly better than those of the other children. When a student’s self-regulation increased, his/her cognitive strategies also increased, and when the cognitive strategies improved, so did the average achievement. The parents’ parenting styles were also significantly related to their children’s achievement, and were moderated by cognitive strategies as co-variants. / Psychology of Education / D. Ed. (Psychology of Education)

Despite the burgeoning interest in foreign language learning and teaching practices, the research on English teachers' job satisfaction has remained rather scarce, particularly in the Czech context. The current diploma thesis, hence, has aimed to provide insights into the determinants of job satisfaction, with respect to English teachers working at primary and secondary schools. The thesis is categorized into two parts, a theoretical part and a practical part. The theoretical part of the study covers the term job satisfaction. It identifies and analyzes existing research to present definitions and major theories and to provide guidance and basis for the research. Then, it expounds both international and Czech literature on job satisfaction among teachers, highlighting the need for conducting the research. The practical part displays the methodology, covering data collection tools and the sample selection. Next, the findings are presented and discussed to shed light on the issue and to recommend adjustments in the subject matter to improve and prosper English language education in the Czech Republic. KEYWORDS Job satisfaction, English teachers, Czech Republic, primary schools, secondary schools, English teachers' salary

Contexte : L’allergie alimentaire est une réaction excessive du système immunitaire en présence d'un aliment ou d'un additif alimentaire. Chez les enfants d’âge scolaire, sa prévalence varie entre 1 et 10%. Sachant qu’il est impossible de garantir un milieu scolaire sans allergène et que des pratiques très diversifiées de gestion des allergies sont actuellement en place, un guide de bonnes pratiques pour la gestion des allergies alimentaires en milieu scolaire primaire à Montréal a été développé. Objectifs : L’objectif général était d’évaluer l’implantation du Guide à partir de l’expérience vécue par les intervenants impliqués dans la phase pilote. Le contexte d’implantation, les facilitateurs et les limites, les raisons de non-implantation, les adaptations apportées, le niveau d’implantation, la participation des intervenants et leur satisfaction ont également été documentés. Méthodologie : La collecte de données fut réalisée dans 10 écoles primaires de 3 commissions scolaires de Montréal selon une méthode de recherche mixte : des méthodes qualitatives ont été utilisées avec entrevues semi-dirigées et observations ainsi que des méthodes quantitatives avec questionnaires autoadministrés. Résultats : Bien que le Guide n’ait pas été implanté intégralement dans les milieux participants, des changements de pratique ont été notés. Une meilleure sensibilisation aux allergies alimentaires chez le personnel et l’ajout de nouvelles mesures préventives font partie des améliorations remarquées. De plus, grâce au projet-pilote, la gestion des allergies alimentaires n’est plus uniquement associée à l’interdiction des noix et des arachides, mais plutôt à l’importance de la prévention sur plusieurs plans. Conclusion : Les données récoltées permettront d’améliorer le Guide pour diffusion éventuelle des bonnes pratiques de gestion des allergies en milieu scolaire dans toutes les écoles primaires de Montréal. Il est aussi raisonnable d’espérer son adoption au niveau provincial. / Context: A food allergy is an excessive reaction of the immune system in the presence of a certain food or food additive. Among school-aged children, its prevalence varies between 1 and 10%. Knowing it is impossible to guaranty that a school is allergen-free and that very diversified allergy management practices are currently in place, a Best practice guide for the management of food allergy in Montreal primary schools has been developed. Objectives: The general objective was to evaluate the implementation of the Guide based on the providers’ experience involved in the pilot phase. The implementation context, facilitators and limits, reasons of non-implementation, adaptations, level of implementation, and providers’ participation and satisfaction were also documented. Methodology: The data was collected in 10 primary schools among 3 Montreal school boards following a mixed research method: qualitative methods were used with semi-directed interviews and observations, as well as quantitative methods with self-administered questionnaires. Results: Even though the Guide was not entirely implemented in participating schools, some improvement was noted. For example, a better awareness regarding food allergies among the school staff and the addition of new preventive measures were noticed. Also, because of the pilot-project, food allergy management is no longer associated with banning nuts and peanuts anymore, but with the importance of prevention in a more global way. Conclusion: The collected data will allow the improvement of the Guide in order to spread the best practice in food allergy management among all Montreal primary schools. We can also reasonably hope for its adoption at the provincial level.