The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.

The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.

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Students in resource-scarce environments navigate through a multitude of barriers (Richter, 2007). The pathways that individuals travel through towards positive adaptation are far from fixed (Ungar, 2005a), but rather a continuous intersection of navigating through adversity and negotiating supports (Ungar, Brown, Liebenberg, et. al, 2008). Hence, resilience (adapting positively in the face of significant adversity) can be buoyed in a space where support is provided (Ebersöhn & Ferreira, 2011). Scant research warrants whether partnerships with rural schools contribute to fostering positive adaptation of students in relation to their pathways to resilience (measured by educational outcome variables). This study forms part of a larger running longitudinal project, namely: Flourishing Learning Youth (FLY; Ebersöhn & Maree, 2006); a rural school-Educational Psychology partnership which had its inception in 2006. The partnership involves numerous services, specifically career related support to grade nine students and guidance to educators. This retrospective case study (Yin, 2009; Zainal, 2007) utilised a concurrent mixed methods research design (Creswell & Plano Clark, 2007) within a pragmatic lens to study educational pathways to resilience. This was explored by means of qualitatively investigating partnerships, as well as quantitatively examining student access and academic performance (as indicators of educational resilience). The theoretical underpinnings rested on concepts from the Resiliency Wheel (Henderson & Milstein, 1996) through a transactionalecological understanding of resilience in learning. Data collection strategies consisted of: semi-structured interviews with two teacher-participants and retrospective document analysis of school records (performance schedules) for two grade nine cohorts. The cohorts were followed from grade 9 to grade 11. Data analysis techniques consisted of T-Tests and descriptive statistics on sampled documents for the quantitative strand. Through these statistical methods, it was anticipated that patterns in access and performance, could speak to partnerships influence as one factor in students pathways to resilience, or not. Concurrently, thematic analysis of interview transcripts was done for the qualitative strand. The triangulation of these methods assisted in creating a more comprehensive picture of the relationship between partnerships and the outcome variables used to gauge educational pathways to resilience. Results which emerged qualitatively allowed for answering questions surrounding the nature, processes and benefits of partnerships in a rural school, as well as risks and protective resources within and around the school. Quantitative results regarding outcome variables of access and performance highlighted the risks found qualitatively, to indicate that despite observable enabling partnership processes and benefits, students appear to find high academic challenging (in three measured school subjects). A better understanding on the various pathways to resilience of students in resourcescarce environments could assist with appropriate services and interventions that partners may wish to exchange. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

Bibliography: pages 136-142. / This dissertation is a report of my work in schools in the Eastern Cape while assisting the Primary Education project (PREP) to develop a resource pack for in-service education. In-service education has received much attention in recent years in South Africa. Both the state sector and non-government organisations have provided various in-service interventions in an attempt to improve both the qualifications of teachers and the results of pupils in schools. However, the dismal state of education in ex-DET schools bears witness to the fact that such interventions have by and large been ineffectual. This study shows how one project developed and trialled parts of a distance learning in-service course in conjunction with junior primary farm school teachers. The need for innovative and creative models of distance education is explored and our understanding of the nature of distance learning is detailed. The study goes on to include an analysis of the political economy of farm schools. It also details the constraints acting upon teachers in such schools and shows how these impacted on the study. The research procedures and methods of data collection are outlined and a framework for analysing the data is developed and justified. The actual data generated during the study is then measured against this framework in order to gauge its effectiveness as an in-service intervention. Finally, I draw conclusions and make certain recommendations based on the evidence presented. Whilst these recommendations are tentative, they may have relevance in terms of future in-service education policies and procedures.

This project study addressed the problem of induction teacher attrition at a rural middle school in the Southeastern United States. The study consisted of a program evaluation of a new induction program to ascertain the program's effectiveness in reducing induction teacher attrition. The theoretical framework for this study was Social constructivism. The goals of the evaluation were to (a) examine evidence supporting the effectiveness of the program, (b) identify whether the program helped the school to meet its new-teacher retention goals, and (c) evaluate induction program processes for their possible revision and improvement at other rural middle schools. A qualitative summative program evaluation using an anonymous online survey was used to gather qualitative data from 19 induction contract teachers at the school. Text analysis was used to search and categorize responses and identify frequently used words and phrases. The results showed that the revised induction program did not influence attrition positively or negatively. However, participation in the induction program provided a positive social outlet for new teachers at the school. The evaluation report included recommendations for program improvement, including the hiring of additional staff to improve induction teacher attrition rates. Implementation of these recommendations may affect positive social change by improving rural induction programs and induction teacher retention.

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Technological standards have existed for years encouraging the use of computer technology as a teaching tool. By increasing technology use in the classroom, educators are able to address teaching and learning opportunities for all students. The need for these opportunities is essential in the rural areas of the U. S. The purpose of this study was to determine if teachers in a rural city school district in Mississippi experience computer anxiety in using new and emerging software technologies for instructional purpose; examine the level of computer anxiety teachers experience in using computers; and explore if relationships exist in the level of computer anxiety experienced by teachers based on the following demographic variables: gender, age, years of teaching, subject area taught, and educational attainment. The population consisted of 110 teachers with a minimum of bachelor‟s degree and certified to teach in their respective areas of specialization. Findings from descriptive statistics revealed that the majority of the participants were female teachers with 43% of participants possessing either a Master‟s or Ph.D. degree. A large portion of these teachers had one year or more experience with learning about or working with computers with access to a computer at home. The means revealed that when teachers have a moderate degree of confidence, liking, and usefulness when using new and emerging software technology there is a low degree of anxiety. Pearson Correlations were used to examine the relationships between the subscales (anxiety, confidence, liking, and usefulness) and demographic variables (gender, age, years of teaching, subject area taught, and educational attainment). Results confirmed that there were significant relationships between age and anxiety, gender and confidence, gender and liking, and years of teaching and anxiety. However, there were no significant relationships between the other variables. Findings of this study have the potential to contribute to the development of a profile that could be used to identify teachers who need exposure to technological training and professional development to help reduce computer anxiety and minimize resistance to computer usage. Additionally, findings of this study can serve as a growing baseline of literature that relates to computer anxiety among teachers.

The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.

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