Research problem: The research revolved around the problem: What extrinsic barriers play a role in the promotion of the female educator and to what extent are these barriers experienced? Research objectives: Arising from the problem, the aim of the research firstly was to determine from the literature what the nature of extrinsic promotion barriers were within and outside the school. Secondly, to establish empirically the extent to which extrinsic barriers influenced the career promotion of female educators in secondary schools. Thirdly, to determine what the relation was between biographic variables and different extrinsic promotion barriers. Research Design: * Literature study - In the literature overview in Chapters 2 and 3 the different extrinsic promotion barriers to female educators were investigated. It transpired that the following aspects/factors in the literature occur as extrinsic promotion barriers, namely networks, mentorships, appointment procedures, organisation climate and the female educator’s career profile. These identified aspects/factors formed the basis for the compilation of a structured questionnaire. * Empirical investigation - A quantitative research approach in the post-positivistic paradigm was followed in this research. The data collection instrument was a structured questionnaire consisting of five constructs divided into 50 questions/items. The questionnaire was distributed to female educators on post level 2 and higher (n=365) of which a feedback response of (n=305; 83.6%) was obtained. This questionnaire was used to determine to what extent extrinsic barriers influence the career promotion of the female educator and to establish the relation between certain biographical variables and the different extrinsic promotion barriers. Cronbach Alpha coefficients, means, standard deviations (SD), rankings and frequencies, percentages of the responses to the questionnaire, hierarchic linear models and practical significance (d-values) were calculated. During the discussion of the results, descriptive statistics were used. Main findings: It was evident from the research that the respondents did not experience to a medium and to a large extent any aspect regarding networks, mentorship, appointment procedures, organizational culture and the educators’ career profile as extrinsic promotion barriers. Recommendations: Finally, recommendations were firstly made to the Department of Basic Education, secondly to the female educator and thirdly for further studies focussing on extrinsic promotion barriers to the female educator. Recommendations to the Department of Basic Education: * The DoBE has to provide and distribute policy documents about gender equility to members of the SGB and especialy female teachers. * The DoBE need to train the persons involved in the appointment process (SGB members and educating staff) to understand the policy documents and juridical framework of the appointment process and to apply it correctly. Such training could be considered as a prerequisite to be elected to the SGB. Recommendation to the female educator: * Female educators who hold promotion posts, and those that aspire for promotion posts, must be afforded the opportunity to indicate what they wish to be trained in. Recommendations for further research: * That research of a qualitative nature by means of interviews and focus group discussions should be undertaken on extrinsic promotion barriers found in this study and possible other extrinsic promotion barriers. Such research could be expanded by doing a mixed-methods investigation in two or three provinces. * It became evident from this research that the majority of female educators are heads of department (post level 2) and the minority of female educators fill posts on higher post levels (3 and 4). Research needs to be done on what extrinsic promotion barriers are obstructing female educators from being promoted to principal posts and vice-principal posts. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

Research problem: The research revolved around the problem: What extrinsic barriers play a role in the promotion of the female educator and to what extent are these barriers experienced? Research objectives: Arising from the problem, the aim of the research firstly was to determine from the literature what the nature of extrinsic promotion barriers were within and outside the school. Secondly, to establish empirically the extent to which extrinsic barriers influenced the career promotion of female educators in secondary schools. Thirdly, to determine what the relation was between biographic variables and different extrinsic promotion barriers. Research Design: * Literature study - In the literature overview in Chapters 2 and 3 the different extrinsic promotion barriers to female educators were investigated. It transpired that the following aspects/factors in the literature occur as extrinsic promotion barriers, namely networks, mentorships, appointment procedures, organisation climate and the female educator’s career profile. These identified aspects/factors formed the basis for the compilation of a structured questionnaire. * Empirical investigation - A quantitative research approach in the post-positivistic paradigm was followed in this research. The data collection instrument was a structured questionnaire consisting of five constructs divided into 50 questions/items. The questionnaire was distributed to female educators on post level 2 and higher (n=365) of which a feedback response of (n=305; 83.6%) was obtained. This questionnaire was used to determine to what extent extrinsic barriers influence the career promotion of the female educator and to establish the relation between certain biographical variables and the different extrinsic promotion barriers. Cronbach Alpha coefficients, means, standard deviations (SD), rankings and frequencies, percentages of the responses to the questionnaire, hierarchic linear models and practical significance (d-values) were calculated. During the discussion of the results, descriptive statistics were used. Main findings: It was evident from the research that the respondents did not experience to a medium and to a large extent any aspect regarding networks, mentorship, appointment procedures, organizational culture and the educators’ career profile as extrinsic promotion barriers. Recommendations: Finally, recommendations were firstly made to the Department of Basic Education, secondly to the female educator and thirdly for further studies focussing on extrinsic promotion barriers to the female educator. Recommendations to the Department of Basic Education: * The DoBE has to provide and distribute policy documents about gender equility to members of the SGB and especialy female teachers. * The DoBE need to train the persons involved in the appointment process (SGB members and educating staff) to understand the policy documents and juridical framework of the appointment process and to apply it correctly. Such training could be considered as a prerequisite to be elected to the SGB. Recommendation to the female educator: * Female educators who hold promotion posts, and those that aspire for promotion posts, must be afforded the opportunity to indicate what they wish to be trained in. Recommendations for further research: * That research of a qualitative nature by means of interviews and focus group discussions should be undertaken on extrinsic promotion barriers found in this study and possible other extrinsic promotion barriers. Such research could be expanded by doing a mixed-methods investigation in two or three provinces. * It became evident from this research that the majority of female educators are heads of department (post level 2) and the minority of female educators fill posts on higher post levels (3 and 4). Research needs to be done on what extrinsic promotion barriers are obstructing female educators from being promoted to principal posts and vice-principal posts. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

A thesis submitted to the College of Dental Medicine of Nova Southeastern University of the degree of Master of Science in Dentistry. Goal and Objectives. The main goal of this study is to assess childcare center directors (CCCDs) oral health literacy, knowledge, and attitudes towards pediatric oral health. We also determined the associations between CCCDs oral health literacy, knowledge, attitudes towards pediatric oral health, and 1) number of oral health preventive strategies (OHPS) implemented in their child care center (CCC), and 2) intent to adopt OHPS in the future. Background. Childcare utilization has substantially increased over the past decade with children enrolled in these centers spending substantial amount of time. CCCs, a non-traditional setting, can be used to actively promote pediatric oral health. However, before this setting can be used to promote oral health, a better understanding of Florida CCCDs' oral health literacy, knowledge, and attitudes on pediatric oral health is needed. Methods. In this cross-sectional study we used a 45-item pre-tested questionnaire to survey Florida CCCDs working primarily in licensed CCCs through survey monkey online portal. Descriptive, bivariate statistics and multivariate regression analyses were conducted using SAS analysis software. Results. Of the 877 CCCD participants, 90% did not train staff about traumatic dental injuries, 87% did not have an oral health consultant, and 82% did not promote enrollees to brush their teeth after meals or snacks. Mean oral health literacy (12.3±2.3) and attitude levels (16.8±2.7) were high, however mean oral health knowledge (1.6±2.0) was low. CCCDs with more years of experience (p=0.01), who work at Head Start CCCs ( p<0.0001), and have more positive attitudes (p<0.0001), were more likely to have implemented OHPS in their centers compared to their counterparts. Non-White CCCDs (p=0.03), those with more positive attitudes(p=0.001), and who reported to have already implemented one or more OHPS (p=0.002) were more willing to implement OHPS in the future compared to their counterparts. Conclusions. No significant associations between oral health literacy, knowledge and number of OHPS implemented were observed. Similarly, oral health literacy, oral health knowledge was not associated with intent to implement OHPS in the future. CCCDs with more positive attitudes towards pediatric oral health had implemented more OHPS within their CCCs, and also were willing to implement more OHPS in the future compared to their counterparts.

知識經濟時代，人力素質的良窳是組織致勝關鍵因素，隨著社會經濟發展與教育水準的提昇，女性就業能力及意願亦隨之大幅提高，使得職場的性別議題亦愈顯重要。近年來，在兩性平權呼聲高漲的氛圍下，兩性在政治、經濟、社會地位的差距已隨著社會多元開放而日益縮小，女性逐漸能在各個領域嶄露頭角，然而，「玻璃天花板」(glass ceiling)現象卻普遍存在於公、私部門組織，使女性受到各種無形的﹑態度的或組織的偏差所造成的障礙，無法獲得公平機會與男性同儕競爭，而造成「男性職等高、女性職等低」的性別不平等現象。本研究希冀藉由玻璃天花板相關理論的探討及女性管理議題相關文獻的檢閱，了解目前女性公務人員所面臨的陞遷障礙因素及兩性間的差異情形，並依研究結果及發現研提具體可行建議，提供未來人事政策制定及執行的參考，期使女性公務人力資源運用效益極大化。 本研究以文獻探討法探究包含社會心理、系統結構及入性別主流化政策等三大面向，並以性別角色特質、工作與家庭衝突、師徒關係、社會網絡關係、性別主流化政策認知為次變項建立研究架構，以行政院暨所屬中央一級行政機關為研究範圍，針對行政院暨所屬部會處局署等37個機關薦(派)任級以上男、女公務人員進行問卷調查，以各機關人數、官等(薦任、簡任)及性別(男、女)比例作為抽樣分配數之依據，再以行政院人事行政局2009年5月編印之行政院暨所屬各機關職員錄作為抽樣架構，取得有效樣本數411人，包含男性218人及女性193人，再以SPSS for Windows 12.0中文版套裝統計軟體進行描述性統計分析、t檢定、單因子變異數分析及皮爾森積差相關分析，經歸納分析及假設驗證，獲得以下結論： 一、公務人員個人變項的不同，其在陞遷、社會心理、系統結構及性別主流化政策等構面認知上均有顯著差異 二、公務人員之社會心理因素(性別角色特質及工作與家庭衝突)與陞遷具有顯著相關 三、公務人員之系統結構因素(師徒關係及社會網絡關係)與陞遷具有顯著相關 四、公務人員之性別主流化政策看法(政策認知及政策認同)與陞遷具有顯著相關性