Investigation explored gender role stereotypes and the effect of stereotyping on the career adjustment of women. Occupational gender type ratings obtained from employed women were similar, although less extreme, than those observed in earlier studies (Shinar, 1975; White, Kruczek, Brown, White, 1989). Traditionally employed women provided more extremely stereotyped ratings than did their nontraditionally employed counterparts. All women were administered the Personality Attributes Questionnaire (PAQ) to assess the level of instrumental and expressive characteristics representative of their behavior. All women displayed a higher level of instrumental behaviors at work compared to home. Further, all women reported the level of instrumental behaviors they displayed at work surpassed the level that was characteristic of their overall personality orientation. Differences in gender role behaviors between traditionally and nontraditionally employed women were present across conditions: home, work, overall personality orientation. These two, groups differed with regard to the level of gender role behaviors they perceived as necessary for successful job performance. Job satisfaction (as measured by the Job Descriptive Index and Hoppock Satisfaction Questionnaire) was used as an index of career adjustment. Women employed nontraditionally expressed greater levels of dissastisfaction with their work, supervisors, and coworkers. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to examine the relationship between the self-reported sex-role orientation of hale and female undergraduate college students and their perceived attraction to women with differing occupational choices (traditional vs nontraditional) and stated sex-role preferences (gender congruent vs incongruent). It was expected that androgynous and sex-typed subjects would view differently women with differing occupational and behavior styles.The Bem Sex-Role Inventory (BSRI) was utilized to assess the sex-role orientation of 241 subjects. The data are based on 40 sex-typed and 40 androgynous male and female undergraduate students. An Interpersonal Rating Form was used to assess subjects' attraction to the stimulus persons. Seven planned comparisons were made to test the research hypotheses using t-tests. The level of significance was set at p < .01 level.Findings1. Sex-typed males showed no significant difference on their social and work attraction between a woman who expresses a gender congruent sex-role preference and a woman who expresses a gender incongruent sex-role preference (irrespective of the woman's occupational choice, traditional or nontraditional).2. Sex-typed females showed a significantly greater social and work attraction to the gender congruent than to the gender incongruent woman in both the traditional and nontraditional occupation condition.3. Sex-typed males and females did not show a greater social and work attraction to the woman who chooses a traditional occupation than to the woman who chooses a nontraditional occupation (irrespective of the woman's sex-role preference, gender congruent or incongruent).4. Androgynous males and females tended not to discriminate in their social and work attraction between the nontraditional, gender congruent and the nontraditional, gender incongruent woman.5. Androgynous males and females did not show a greater social and work attraction to the women who choose a nontraditional occupation and who are gender incongruent than sex-typed males and females.Conclusions1. Subjects' sex-role orientation might not be a good predictor of their responses to individuals with various sex-role identities.2. The BSRI might not be the appropriate instrument to measure global sex-role attitudes and behaviors.3. The results might be the outcome of the nonseguential relationship between attitudes and behaviors.

The aims of this research were to describe the role that coaching plays in the development of educators and to make recommendations for the way in which schools can make use of coaching as an educator human resource development tool at the workplace. According to the findings from the literature review, coaching plays an important role in the success of novice educators. Educators who are coached typically develop a strong self-concept, become consistent in the implementation of policies and procedures, show a greater focus on the teaching and learning purpose within the classroom and display more confidence in themselves, which increases their personal ability and selfefficacy to help and develop learners, and thereby increasing the learners' love for learning and academic achievement. Educators who display the personal traits mentioned in the above paragraph, according to the findings from the literature study, become effective and expert educators who have something to offer to the learners and are recognized as professionals in their field. Various researchers in the reviewed literature stress the need for coaching for its inherent potential of being a panacea for educator attrition and turnover which are always the result of job dissatisfaction. The qualitative research method in the form of focus group interviews was used to elicit primary empirical data from a population sample of eighteen educator participants who were all at post level one. This educator participant population sample was engaged by the researcher on a three-day coaching session in Outcomes-Based Education and Training as a new teaching and learning system in South Africa. After this three-day coaching session, the participants were interviewed to determine the role that coaching plays in the development of educators, with a view to making recommendations for the way in which schools can make use of coaching as an educator human resource development tool at the workplace. The results of the empirical research revealed that educator participants who formed the population sample of this research experienced the three-day coaching session which the researcher conducted as follows: developmental; providing support and guidance; leading to paradigm shifts; setting aside any power differences to offer a relaxed atmosphere; and eventful. Recommendations for educational practice and further research were made. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

The construction of hegemonic masculinity cannot be understood outside its relationship to emphasized femininity. Women’s negotiation of masculinity is dependent on their own feminine identity narratives (emphasized or liberated) in a corresponding context. Replicating and extending previous work, this study is aimed at exploring women’s construction of masculinity in the contexts of work, family, friendship and romantic relationships. However, where previous studies explored this in the South African context, the present study is aimed at determining if women’s construction of masculinity followed similar patterns for women from different countries across the world. The UNDP inequality index was used to estimate the developmental status (low, medium and high) of the country to explore whether participants from countries with different levels of development showed differing constructions of masculinity across the different contexts. The results supported Brittain (2010, 2011), in that this sample advocated for traditional hegemonic masculine traits in the context of family, romance and work, while constructing non-hegemonic ‘nice guy’ masculinities in the context of friendship. It was found that women from high and medium equality countries incorporated a few acceptable non-hegemonic and majority hegemonic masculine traits in their constructions of the ideal man across work, romance and family, while predominantly choosing non-hegemonic traits for friendship. In Low equality countries, women advocated predominantly for traditional hegemonic masculine traits across all four contexts. It seems that women’s negotiation of masculinity (traditionally hegemonic or non-hegemonic) is interdependent on their own identity narrative and their ability to construct and negotiate their own femininity (emphasized and liberated) in the same contexts. This study demonstrates that (1) despite the level of equality women have gained in society, they continue to advocate for and perpetuate hegemonic masculine ideals (2) that male/masculine and female/feminine identities are intrinsically bound together; and the production of female identities valued by women requires the simultaneous production of complementary masculinities. / Thesis (M.Soc.Sc.)--University of KwaZulu-Natal, Pietermaritzburg, 2013.

Research (Miller, Worthington, & McDaniel, 2008) has shown that women have higher levels of dispositional forgiveness than men. Studies (Exline & Zell, 2009; Toussaint & Webb, 2005) have also discovered that empathy predicts dispositional forgiveness differently in men compared to women. It is unclear why these sex differences exist. Therefore, four models were constructed, analyzed, and compared using structural equation modeling in order to determine whether gender role orientation moderates the relationship between empathy and dispositional forgiveness. Self-report data were collected from 502 undergraduate university students at a mid-sized, Midwestern, public university in the United States. The models examined did not fit the data well; possibly caused by the interaction between empathy and femininity within each model. However, significant findings emerged. Results showed that angry rumination negatively predicted dispositional forgiveness. Concerning gender role orientations, results showed that femininity positively predicted dispositional forgiveness, while masculinity did not significantly predict dispositional forgiveness. Contrary to expectations, empathy negatively predicted dispositional forgiveness. However, additional analyses clarified that empathy actually positively predicted dispositional forgiveness; a finding that was likely distorted by multicollinearity in the main models examined. Results revealed that femininity significantly moderated the empathy-dispositional forgiveness relationship. In this study, masculinity did not significantly moderate the relationship between empathy and dispositional forgiveness. This work concludes with a discussion of results in the context of McCullough’s theory of forgiveness (McCullough et al., 1998) and Gilligan’s (1994) theory of moral reasoning. Additionally, issues affecting the measurement of constructs and implications for research and practice are discussed. / Access to thesis permanently restricted to Ball State community only. / Department of Counseling Psychology and Guidance Services

Within Canada, high school sport is the most popular extracurricular activity (Statistics Canada, 2008). Previous research has found that teachers who take additional roles may increase their chances of role conflict and occupational dissatisfaction (Richards & Templin, 2012). Little research has examined the motivations teacher-coaches have for taking on a dual-role. Further, researchers assert that high school sport can facilitate positive youth development (Camiré, & Trudel, 2010). The purpose of this thesis was to gain a more in-depth understanding of this dual-role as well as perceptions related positive youth development. Results of the research are presented in two articles. The first article examines teacher-coaches motives for taking on a dual role position. The second article examines the perceptions teacher-coaches have related to the impact of participation in high school sport. Overall, the results produced rich insight into the world of volunteer teacher-coaches and student-athlete development in high school sport.

The tertiary education environment has become known for its stressful working conditions. Factors such as high work demands (i.e. work overload, excessive time demands and work pressure) and insufficient resources (i.e. limited developmental possibilities, poor performance feedback, lack of support, etc.) all contribute to these stressful circumstances. As a result, these circumstances can cause employees to experience negative interferences between their work and nonwork roles. In addition, employees do not have adequate time to invest in their nonwork domains, hence nonwork roles are neglected (such as being a parent, being a spouse, spending time on domestic activities and spending time on religious/spiritual activities). To decrease these negative interferences, it is important for employees to recover from strains that were activated at work. The objectives of this study were to determine 1) which demands and resources significantly predicted work-nonwork interference among employees working in a tertiary education institution; and 2) which recovery strategies were significant in dealing with high levels of work-nonwork interference caused by high demands and a lack of resources. A random sample of 366 married parents was taken from a tertiary education institution in the North-West Province. A list was obtained of all the married parents of the institution. All of these employees were given the choice to participate in the research. A measuring battery measuring job demands (i.e. work pressure, emotional demands and cognitive demands), job resources (i.e. autonomy, social support and developmental possibilities), work-nonwork interference (i.e. work-parent, work-spouse, work-domestic and work-religion/spirituality) and recovery strategies (psychological detachment, relaxation, mastery and control) respectively was utilised in this study. Descriptive and inferential statistics, Cronbach alpha coefficients, Pearson product-moment correlations and stepwise multiple regression, using the enter method, were used to analyse the data. The results indicate that work pressure and emotional demands significantly predict interference between all four nonwork roles. Additionally, autonomy and developmental possibilities significantly predicted work-parent and work-religion/spirituality interference respectively. Furthermore, all of the recovery strategies decreased specific worknonwork interference. Psychological detachment decreased the interference between the workspouse relationship and the work-religion/spirituality relationship. Relaxation predicted the decrease of interference between the following relationships: work-parent, work-spouse, and work-domestic. Mastery and control only significantly predicted the decrease of interference between the work-parent relationship and between the work-domestic activities respectively. Various recommendations were made for tertiary education institutions as well as for future research. Tertiary education institutions should manage high job demands by examining employees’ workload and job descriptions. Managers could possibly diminish work pressure and emotional demands by means of courses/workshops pertaining to self-management, time and organisational skills, emotional intelligence and/or coping with emotions. Tertiary education institutions should also focus on supporting employees who experience work-nonwork interferences and manage it effectively. In addition, the awareness of recovery and various recovery strategies should be promoted. Recommendations for future research include expanding the research to other occupational groups, longitudinal research designs, obtaining various opinions and perspectives of individuals also involved in the work-nonwork dyad and the study of the positive interaction between the work and nonwork roles. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011

No description available.

No description available.

This study is concerned with the nature of the parish ministry in the diocese of Canterbury and archdeaconry of Bedford, its educational, professional, economic and social status, its work and its relations with the laity. It is also concerned with the impact of the Civil War and Interregnum on the profession. The pre-Civil War clergy formed a professional group with its own hierarchy, set of rules, rudimentary form of training and career structure. There was a strong sense of professional identity amongst them. The parish ministry was a popular profession in which most ministers could expect resonable renumeration and some chance of promotion. It can be termed a distinct social group, reasonably close to the gentry in social standing. It is likely that most ministers fulfilled their duties; and it is also likely that behind many presentments for clerical negligence lay local conflicts. Between the Scylla and Charybdis of Arminianism and Laudianism on the one hand and Puritanism on the other lay the Anglicanism of the majority of the pre-Civil War clergy. The 1640's and 1650's was a period of extreme but temporary dislocation for the profession. A significant number of ministers were deprived of their livings. Few of these were avid Laudians or implacable opponents of parliament. Many ministers found it difficult to collect their tithes. However, the overall adverse effects of the upheavals of this period should not be exaggerated, for a number of the ejected ministers made peace with parliament and were given new livings. Others were restored to the Church in the early 1660%. Most ministers escaped ejection; and many Anglican ministers survived in their livings undisturbed and it is likely that a number still used the traditional liturgy. The Anglican Church thus survived at a local level into the Restoration period.