Made available in DSpace on 2013-08-07T18:50:50Z (GMT). No. of bitstreams: 1 000347013-Texto+Completo-0.pdf: 302263 bytes, checksum: a9a25352d18429d5e64491d311ab78ee (MD5) Previous issue date: 2006 / This research was performed with the goal of analyzing the relationship established between a School Supervisor and the teachers in the everyday of schools. Knowing that the Supervisor is one of the persons responsible for the planning, school pedagogical proposal organization and execution, and in this relationship he/she is placed in hierarchically superior to the teachers, the mould as these matters are led interfere in the result of the school work as a whole. The educational leadership, in this perspective, places as a challenge to the Supervisory action, that besides accounting for the bureaucratic and legal matters, needs to contribute with the in service teachers' formation and with their qualification. This way, the present work shows the history of the School Supervisor, the functions that were initially attributed and the evolution of their professional activities. Perceiving the leader's inherent character to the supervisor's function, concepts, principles, leadership theories and examples are boarded, and to finalize, matters are brought up, that related to supervisor's performance and to the leadership, challenges this professional, the educational leadership. The phenomenological research offered theoretical support for the accomplishment of this study, and the analysis of the emerging categories was used as a way of presenting the obtained results. Ten teachers have been interviewed, regardless the level and the system where they act. The research instrument was semi-structured and the interviews were recorded, transcribed and analyzed in its totality. The data analysis presents the interviewees statement, related to referential that bases this study. / Esta pesquisa foi realizada com o objetivo de analisar a relação estabelecida entre Supervisor Escolar e professores no cotidiano das escolas. Sabendo-se que o Supervisor é um dos responsáveis pelo planejamento, organização e execução da proposta pedagógica da escola, e nesta relação está colocado em situação hierarquicamente superior aos professores, a forma como são conduzidas essas questões interferem no resultado do trabalho da escola como um todo. A liderança educacional, nesta perspectiva, coloca-se como desafio à ação Supervisora, que além de dar conta das questões burocráticas e legais, precisa contribuir com a formação dos professores em serviço e com sua qualificação. Sendo assim, o presente trabalho apresenta o histórico do Supervisor Escolar, as funções que lhe eram atribuídas inicialmente e a evolução de suas atividades profissionais. Percebendo o caráter de líder inerente à função do Supervisor, são abordados conceitos, princípios, teorias e exemplos de liderança, e, ao final, são colocadas questões que relacionadas à atuação do Supervisor e à liderança, desafio que está posto a este profissional, a liderança educacional. A pesquisa fenomenológica ofereceu suporte teórico para a realização deste estudo, e a análise das categorias emergentes foi utilizada como forma de apresentar os resultados obtidos. Foram entrevistados 10 professores, independente do nível e do sistema onde atuam. O instrumento de pesquisa foi semi-estruturado e as entrevistas foram gravadas, transcritas e analisadas em sua íntegra. A análise dos dados apresenta o relato dos entrevistados, relacionado ao referencial que fundamenta este estudo.

Master of Arts / Department of Communication Studies / Gregory Paul / Over the last decade, people have been able to access and use the Internet quickly and easily though several types of advanced technologies. Social networking sites (SNS) have attracted millions of users from all over the word and have become a part of their social and work lives. As the most popular SNS, Facebook.com has been leading the SNS market with 1.86 billion monthly active users (Facebook, 2017). Facebook has also been adopted by workplaces. Individuals in the workplace use Facebook for several reasons, such as staying in touch with colleagues. This integration of SNSs into people’s work life has led to personal and professional boundaries being blurred and created privacy dilemmas. This study examines factors that influence subordinate’s willingness to accept a Facebook friend request from their supervisor, using the theoretical lens of communication privacy management (CPM). Overall, 231 individuals who have a Facebook account and work at either a full-time or part-time job completed an online survey. A positive relationship was found between subordinates’ willingness to accept a Facebook friend request from a supervisor and subordinate communication satisfaction with a supervisor. This study’s results indicate that alterations in Facebook content, and being more open through privacy management practices do not predict subordinates’ willingness to accept supervisors’ Facebook friend request. Further, subordinates’ communication satisfaction with their supervisor did not influence subordinates’ content alterations of Facebook, such as deleting previously posted media content, wall posts, modifying profile information, or removing status updates. This thesis ends with a discussion of the implications of Facebook connections between subordinates and supervisors. This study also provides insights on the intersections of use of SNS, workplace use of SNSs, workplace relationships, and communication privacy management theory.

Contracting is a fundamental aspect of social work supervision. Supervision without sufficient or proper contracting can become ineffective. Therefore, if contracting is not properly applied in practice, it can undermine the effective implementation of social work supervision. In view of the above, the goal of this study was to explore the nature and role of contracting in social work supervision in the South African National Defense Force (SANDF). The research question stemming from the goal of the study was: What is the nature and the role of contracting in social work supervision in the SANDF? A qualitative, explorative study was conducted, with the following objectives:  To determine the nature and the role of contracting in social work supervision by conducting a literature study on the topic.  To conduct an empirical study to explore the nature and role of contracting in social work supervision in the SANDF.  To propose recommendations and guidelines regarding the implementation of contracting in social work supervision in the SANDF. All the supervisors and social workers in the Tshwane Metropolitan Region (Pretoria) of the SANDF formed the sample for the study. After the conclusion of a literature study and pilot study, data collection was based on semi-structured interviews with supervisors and focus group interviews with supervisees. The main conclusions drawn from the research findings were that contracting in social work supervision plays an important role in the SANDF and [that supervision] is viewed as a building block towards both personal and professional development. Although supervisors seem to have knowledge and understanding of the nature and role of contracting in social work supervision, supervisees seem to be unsure about certain aspects involved in such contracting. The study indicated a need for the generation of more in-depth literature on contracting in social work supervision and an enrichment of the theoretical base thereof. The study was concluded by relevant recommendations to the SANDF. / Dissertation (MSD)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

The purpose of this study is to make an investigation of the qualifications and supervisory practices of a selected number of supervisors in counties, cities, and special subjects, to determine the extent to which they meet recommended practices and procedures in supervision. Attention is directed to the types of supervisors, to training and experience, to planning the supervisory program, to methods of facilitating teacher growth, to methods of improving instruction, and to methods of evaluating instruction.

Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.

Existing literature provides newly identified responsibilities of the principal supervisor but lacks in information about how districts should strategically spearhead the process of initiating, implementing, and managing the changes to the role of the supervisor. In this study, I examined the behaviors and actions of one school district's executive-level leaders as they shifted the position of the principal supervisor. Findings could contribute to a new area of research in how district leaders may navigate and manage the complicated process of initiating and managing the changes to the principal supervisor's role.

The purpose of this exploratory study was to examine whether a significant correlation exists between a locally-elected supervisor’s perceptions about their local community college and their education level and the level of local tax support provided to the community college in their area. There were 3 research hypotheses established. A self-developed survey was used to gather supervisor perceptions in the following areas: 1) community college courses, programs, and workforce training services, 2) job attainment of students after attending the local community college, and 3) how well the local community college manages its resources. Additional information was gathered for inclusion in the research analysis in the areas of a supervisors’ educational level and the last time a supervisor visited the campus of the local community college. The study showed that, of the 5 predictor variables analyzed, only 1 was statistically significant. A supervisor’s perception on how well a community college does in promoting the courses, programs, and workforce training services has a statistically significant relationship to the amount of millage supported by that supervisor for allocation to the local community college. The remaining predictor variables of job attainment of students after attending the local community college, how well the local community college manages its current resources, a supervisor’s education level, and the last visit a supervisor made to the local community college all showed not to be statically significant in predicting the financial level at which a supervisor may support the local community college.

Recent literature surrounding the process of recovery from work and work-related demands has included the supervisor as a key variable influencing how and if employees recover from work. Recovery represents the return of personal resources to their pre-work levels and is typically conceptualized as taking place during non-work time (e.g., at night after work, weekends, holidays). It is theorized to take place through four main recovery experiences: psychological detachment from work, relaxation, mastery experiences, and control over leisure time. This study extends the literature surrounding recovery experiences to include subordinate perceptions of supervisor recovery as a potential predictor of subordinate recovery and well-being. Participants (N=252) completed three time-lagged surveys and reported their perceptions of their supervisor’s recovery (Time 1), their own recovery (Time 2), and their feelings of vigor and fatigue (Time 3). Perceived supervisor recovery was empirically distinguishable from supervisor support for recovery and provided incremental validity in predicting subordinate recovery beyond this support perception. These results bolster the conclusion that supervisor recovery can spillover to directly influence subordinate recovery. / M.S. / Recent research has focused on how the supervisor may influence how and if subordinates are able to rest and recover from the demands they face at work. The process of recovery from work is usually thought to take place during time away from work (e.g., at night after work, weekends, holidays) and is thought to occur through four experiences: psychological detachment from work (cutting mental and physical ties with work), relaxation (positive mood and low effort), mastery experiences (building skills or hobbies), and control over leisure time (being able to decide how to spend one’s time). This thesis extends previous work to include subordinate perceptions of how his / her supervisor is recovering from work as a potential predictor of subordinate recovery and recovery related outcomes. Participants (N=252) completed three surveys over the course of four weeks and reported their perceptions of their supervisor’s recovery (Survey 1), their own recovery (Survey 2), and their feelings of vigor and fatigue (Survey 4). Subordinate perceptions of the mastery and control of their supervisor was related to subordinate mastery and control above and beyond existing measures of how the supervisor may influence subordinate recovery. These results suggest that the supervisor may be an important role model in how subordinates recover.

Made available in DSpace on 2016-04-27T14:48:45Z (GMT). No. of bitstreams: 1 Cintia Santos Tolosa Bianchi.pdf: 1147438 bytes, checksum: 7ab22e6e84beccee09146dc26beaab72 (MD5) Previous issue date: 2015-09-08 / The public school system supervisor of the state of São Paulo, the largest regulator of the system, coexists with new demands of the school environment, imposed by rapid and continuous transformation of digital media, in particular, the cellular phone, which becomes increasingly sophisticated, depending on the possibilities of communication and information and affordability. This fact causes new forms of coexistence of the students with the equipment, making it somewhat indispensable and inseparable. At the same time, it creates difficulties for teachers and school staff, in order to manage this very intense relationship between students and phones. About that originates the central question of this research: How to offer subsidies to the state school system supervisor of São Paulo for mobile use as a teaching tool? The research had as main objective to prepare a proposal for continuing education in distance education addressed to education supervisors, to help them recognize the phone as an aid to teaching practice, considering their use of pedagogical possibilities. And specific objectives: to describe the function and the role of education supervisor and investigate pedagogical use proposals phone at school, appropriate supervisors and teachers. The research was developed in the form of documentary and bibliographical research, to subsidize the construction of a proposal for continuing education in distance education complement the teaching supervisor to recognize the educational possibilities of using mobile phone, considering the demands of contemporary educational reality and the need to encourage reformulation of the educational projects of the schools under his guidance / O supervisor de ensino da rede pública do estado de São Paulo, agente regulador do sistema, convive com novas demandas do ambiente escolar, impostas pela rápida e contínua transformação das mídias digitais, em particular, do telefone celular, que se torna cada vez mais sofisticado, em função das possibilidades de comunicação e informação e da acessibilidade econômica. Esse fato provoca novas formas de convivência dos estudantes com o equipamento, tornando-o de certo modo indispensável e inseparável. E, ao mesmo tempo, gera dificuldades para os professores e para a equipe escolar, no sentido de administrar essa relação tão intensa entre alunos e telefones. Desse fato decorre a questão central desta pesquisa: Como oferecer subsídios ao supervisor de ensino da rede estadual de São Paulo para que ele reconheça o celular como ferramenta pedagógica? A investigação teve por objetivo geral elaborar uma proposta de formação continuada em EaD, dirigida aos supervisores de ensino, no sentido de ajudá-los a reconhecer o celular como recurso auxiliar à prática educacional, considerando as suas possibilidades de uso pedagógico. E por objetivos específicos: descrever a função e o papel do supervisor de ensino e investigar propostas de uso pedagógico do celular na escola, adequadas aos supervisores e professores. A investigação foi desenvolvida na forma de pesquisa bibliográfica e documental, para subsidiar a construção de uma proposta de formação continuada em EaD, no sentido de auxiliar o supervisor de ensino a reconhecer as possibilidades de uso pedagógico do telefone celular, considerando as demandas da realidade educacional contemporânea e a necessidade de estimular reformulações dos projetos pedagógicos das escolas sob sua orientação

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-12-01T17:28:40Z No. of bitstreams: 1 Elise C. dos Santos.pdf: 3928182 bytes, checksum: bf98d37b76d6fddbb45fb637bea0df8a (MD5) / Made available in DSpace on 2016-12-01T17:28:40Z (GMT). No. of bitstreams: 1 Elise C. dos Santos.pdf: 3928182 bytes, checksum: bf98d37b76d6fddbb45fb637bea0df8a (MD5) Previous issue date: 2016-08-24 / This study focuses on the supervisory actions of tenured School Supervisors, at the Municipal School System in Santos, SP, with the purpose of establishing meaning to effectively developed actions in their working context. Technical and supervisory identity, suggested by historical analysis of the job position, shows influences on the career path that, from the political and social variants of the contemporary educational context, enables the perception of a renewed attitude of the supervisory action, aligned with the training, normative and pedagogical dimensions. The guiding research questions depict the profile and career path of Santos School Supervisors and problematize the supervisory action, in its possibilities, challenges and perspectives. The theoretical framework has been based on the following authors: Saviani (2002); Silva Jr (1986); Gadotti (1989); Martha Nogueira (1989); Paulo Freire (1997); Naura S. Ferreira (2002) Nilda Alves (2011); Mary Rangel (2011), among others. As regards to research methods, apart from a documentary search, we supplemented data of historical nature with accounts from retired, tenured Supervisors from the Municipal School System. In the current group of supervisors, we applied a questionnaire in order to set a profile of this group as well as identifying priorities and challenges of the supervisory action. A number of supervisors contributed to form a discussion group, in order to explore issues that emerged from the questionnaire and thus, extracting indicators that show improvement in the supervisory action. Data was analyzed from the perspective of content analysis. In the results, positive characteristics have identified systemic vision, leadership and the performance of this group in the educational process. Challenges for the job were reported as flaws in the training program and in communication, and the difficulty in political positioning in the face of educational policies. We also identified indicators of productivity from the perspective of normative, training and teaching dimensions, with emphasis on professional growth of School Supervisors in Santos, before the needs that were diagnosed during the mediation of the educational process of this city. / O trabalho tem como foco a ação supervisora do Supervisor de Ensino no sistema municipal de Santos e busca estabelecer o significado atribuído às ações efetivamente desenvolvidas em seu contexto de trabalho. A identidade técnica e fiscalizadora apontada pela análise histórica do cargo demonstra influências no percurso profissional que, a partir das variantes políticas e sociais do contexto educacional contemporâneo, permite observar uma postura renovada da ação supervisora, alinhada com as dimensões formativa, normativa e pedagógica. Norteiam a pesquisa questões de identificação, perfil e a trajetória dos Supervisores de Ensino de Santos e problematizam a ação supervisora, em suas possibilidades, desafios e perspectivas. O aporte teórico concentra-se em autores que estudam a supervisão escolar do ponto de vista teórico, histórico e político no cenário educacional. O caminho metodológico, de abordagem qualitativa, envolve análise documental complementada por depoimentos de Supervisoras aposentadas que tiveram carreiras históricas na rede de Ensino de Santos. No grupo atual, foi aplicado questionário com a finalidade de retratar o perfil e formação, bem como de identificar as prioridades e desafios da ação supervisora. Para aprofundar os dados foi realizado um grupo de discussão das questões que emergiram no questionário e extrair indicadores de melhoria da ação supervisora. Os dados foram analisados em termos de conteúdo, destacando as dimensões de análise: o profissional Supervisor de Ensino do Município, a ação supervisora e aprimoramento da ação supervisora, com as respectivas categorias de análise e unidades de sentido. Nos resultados, as características positivas identificaram a visão sistêmica, a liderança e a atuação do grupo no processo educacional. Os desafios foram traduzidos pelas falhas de formação e comunicação e a dificuldade no posicionamento frente à definição de políticas educacionais. Foram extraídos ainda, alguns indicadores de produtividade na perspectiva das dimensões normativa, formativa e pedagógica, com ênfase no crescimento profissional dos Supervisores de Ensino de Santos, frente às necessidades diagnosticadas na mediação do processo educacional do Município.