Plusieurs études québécoises ont montré que certains immigrants, notamment ceux originaires du Maghreb, vivent du racisme dans leur vie quotidienne. Plus encore, les personnes de confession musulmane au Québec racontent subir des préjugés relatifs à leur religion. Ces préjugés, selon leurs témoignages, se retrouvent dans différents environnements, notamment dans les milieux de travail et dans les institutions éducatives. Dans ce dernier cas, certains chercheurs soulignent que ces expériences du racisme vécu en milieu scolaire affectent les rapports que les parents immigrants entretiennent avec les enseignantes et les enseignants ainsi qu’avec les chefs d’établissement ; les parents immigrants se sentent parfois incompris dû à leur origine. Cela met en exergue la question de leur intégration sociale et de la collaboration école-familles pour soutenir la scolarisation de leurs enfants. En effet, une collaboration s’avère nécessaire entre l’école et la famille pour assurer la réussite éducative des élèves. Cette étude vise à analyser les expériences et les relations quotidiennes des mères d'origine maghrébine en milieu scolaire. Elle se base sur le concept du racisme ordinaire qui se manifeste lors de leurs interactions avec les membres de la communauté éducative de leurs enfants dans un contexte scolaire marqué par l'application de la loi 21 au Québec. Nous inscrivant dans une posture épistémologique interprétative, nous avons mené des entrevues semi-dirigées auprès de dix mères originaires du Maghreb qui ont des enfants fréquentant des écoles primaires et secondaires publiques de Montréal. L’analyse des résultats a notamment révélé ceci : les mères ont raconté que le racisme ordinaire qu'elles ont vécu est généralement de nature silencieuse, subtile, indirecte et discrète. Dans un contexte d’application de la loi 21, elles ont révélé divers marqueurs causant le profilage racial et la discrimination, tels que le port du voile islamique et/ou le fait d'avoir un prénom arabe, etc. Ces marqueurs conduisent, selon elles, à une diminution de la confiance qu’elles ont envers le milieu scolaire et vice versa. Dans ce contexte, elles adoptent ainsi diverses stratégies s’inscrivant dans un continuum (allant de faire face au racisme avec courage jusqu’à camoufler des traits ethniques et religieux). En conclusion, le racisme ordinaire auquel les mères immigrantes d'origine maghrébine se disent confrontées pourrait être associé aux notions d'islamophobie ou d'arabophobie exprimées sous diverses formes par les membres d'autres communautés, notamment les Québécois du groupe majoritaire. L'adoption de la loi 21, selon ces mères, aurait contribué à exacerber leur sentiment de vivre du racisme ordinaire. / Several Quebec studies have shown that some immigrants, especially those from the Maghreb experience racism in their daily lives. Furthermore, people of the Muslim faith in Quebec report being prejudiced against their religion. These prejudices according to their testimonies are found in different environments, particularly in the workplace and in educational institutions. In the latter case, some researchers point out that these experiences of racism experienced in schools affect the relationships that immigrant parents have with teachers as well as with school principals; immigrant parents sometimes feel misunderstood due to their origin. This highlights the issue of their social integration and school-family collaboration to support the education of their children. Indeed, collaboration is necessary between school and family to ensure the educational success of students. This study aims to analyze the experiences and daily relationships of mothers of North African origin in the school environment. It is based on the concept of ordinary racism that manifests itself during their interactions with members of their children's educational community in a school context marked by the application of Law 21 in Quebec. Inscribing ourselves in an interpretive epistemological posture, we conducted semi-structured interviews with ten mothers from the Maghreb who have children attending public primary and secondary schools in Montreal. In particular, the analysis of the results revealed the following: Mothers reported that the ordinary racism they experienced is generally silent, subtle, indirect and low-key in nature. In the context of the application of Law 21, they revealed various markers causing racial profiling and discrimination, such as wearing the Islamic veil and / or having an Arabic first name, etc. These markers lead, according to them, to a decrease in the confidence they have in the school environment and vice versa. In this context, they thus adopt various strategies that fit into a continuum (ranging from facing racism with courage to camouflaging ethnic and religious traits). In conclusion, the ordinary racism that immigrant mothers of Maghrebian origin say they face, could be associated with notions of Islamophobia or Arabophobia expressed in various forms by members of other communities in particular Quebeckers from the majority group. The adoption of Law 21, according to these mothers, would have contributed to exacerbating their feeling of living off ordinary racism.

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In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation. My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective. The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease. / Psychology of Education / M. Ed. (Guidance and Counselling)

In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation. My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective. The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease. / Psychology of Education / M. Ed. (Guidance and Counselling)

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher's to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher's leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher leadership style and school climate. This research focuses on the improvement of climate in Botswana secondary schools through the headteacher's appropriate use of leadership styles in different situations with a view to answer the following questions: What different leadership styles are employed by school headteachers? What are the different types of climates in schools? Are the leadership styles of school headteachers responsible for the climate that exists in their schools? What are the implications of the headteachers' leadership styles for school climate? How can school climate be improved? What roles can the headteachers, teachers and other stakeholders play to improve school climate? The research report comprises six chapters: Chapter one contains the background information of the research, statement of the research problem, aim and objectives of the research, demarcation of the study, definition of concepts, research methods and the research structure. Chapter two presents a review of literature on leadership styles, factors affecting it and discussion of models from different perspectives form part of this chapter. However, the emphasis is on Hersey and Blanchard's situational model which proposes the appropriate use of leadership styles to suit situations. Chapter three covers a review of relevant literature on school climate and factors affecting it. Chapter four presents detailed report on the empirical study. Questionnaires each of which contains items on leadership styles and school climate were responded to by secondary school teachers and interviews were conducted with headteachers. Chapter five contains data analysis and interpretation. Various leadership styles used by headteachers and the corresponding climates were identified. The findings indicated that the type of climate that exists in schools is related to the headteachers leadership style. It emerged that organisational climates vary in schools and that the participating leadership style promotes an open organisational climate. Implications for school performance and for the nation's vision (Vision 2016) was given. Chapter six presents findings from the literature study as well as the empirical study, conclusions based on the findings and recommendations for improvement for practice and further research. / Educational Studies / DED (EDUC MANAGEMENT)

The UNAIDS report on the global AIDS epidemic (2010:9-11), stated that for the estimated 33.3 million people living with HIV, sub-Saharan Africa has a staggering 22 500 000: South Africa having the highest figure of 5 600 000. The question arises: Why has HIV/AIDS spread faster in Africa than on any other continent, despite similar international strategies? The challenge in Africa is that several HIV/AIDS beliefs and misconceptions distorting management of HIV/AIDS. South African learners receive HIV/AIDS education from the school culture, community, government and the international community, whereas they should be partners in collaborative education: yet, they are not. The research finding indicated that for effective educational strategies, education managers should be aware of these different voices affecting HIV/AIDS education. Education managers should be the main voice in dealing with this menacing epidemic. Countries that have approached HIV/AIDS scientifically and speak with one voice successfully reduced their HIV/AIDS statistics. / Educational Leadership and Management / M. Ed. (Education Management)

South Africa, a country in transition, is characterised by drastic policy shifts in the social, economic and political arenas. These policy shifts are also directed towards educational reform. The South African Schools Act of 1996 is the first step towards educational change. Other changes focus on the curriculum, new appraisal procedures for educators, and the establishment of the South African Council for Educators. All of the above constitute a new working paradigm for school principals. This study sought to determine the influence of this changing school environment on school principals. It looked at how principals perceive the change and examines the impact of change on their management role. A literature study was made of the restructuring process in the USA and in England and Wales. The transformation of the South African education system was also examined. A qualitative investigation was pursued with secondary school principals. Data gathering was done through participant-observation, questionnaires and in-depth interviews. Data was analysed, discussed and later synthesised. The major findings with respect to the SA Schools Act are: * * The lack of capacity of governing body members to participate meaningfully at meetings. Principals believe the ban on corporal punishment has weakened their authority. * School fees and fundraising pose a problem to some principals. * Most principals welcome the code of conduct for learners. * Schools have not developed language policies. * Principals accept the freedom of conscience clause in the Act. * SRC's are not very effective. The other findings are: * * * Power relations between and among various stakeholders impact negatively on school management. A breakdown in the culture oflearning and teaching especially in former DET and HOD schools. Teachers are not adequately trained to handle OBE and the new system of assessments. The study concluded with recommendations being made to improve the situation. / Educational Leadershiup and Management / D. Ed. (Educational Management)