by Lee Wai Tong, Richard. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves [133]-[142]). / Abstract / Acknowledgements / Tables / Contents page / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review: Recasting Approaches to Job Satisfaction Studies --- p.17 / Chapter Chapter 3 --- The Social Environment of the School --- p.48 / Chapter Chapter 4 --- Culture and Efficacy in Instructing Students --- p.66 / Chapter Chapter 5 --- Culture and Efficacy in Disciplining Students --- p.92 / Chapter Chapter 6 --- Conclusion --- p.122 / References --- p.131 / Appendix

This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.

published_or_final_version / Education / Master / Master of Education

FOR MY MOTHER I love you I hate you I abuse And appreciate you You feed my guilty conscious I fuel your shattered soul Your misguided love and affection Have turned my heart into stone You are nothing You are everything You stole my voice You made me sing In this separation we create We grow together In love And in hate ……..Saron. The above poem is written by a learner who comes from a broken home. There are many children like Saron in our classrooms who have suffered consequences of parental separation and divorce. This study investigates the experiences of children from a secondary school in the Durban South Region. Their parents are either separated or divorced. The study was undertaken to ascertain how these learners are psychologically affected by their family situations. The rationale for the research study is grounded by statistics and a wide variety of literature that indicates that children from separated and divorced families experience multiple problems, develop abnormal behavioural patterns and seek attention and release from alternate sources. The research study is framed within the social constructivist paradigm to indicate how social phenomena develop in particular social contexts. In order to answer the research questions and gain clarity on the topic, data was gathered using narrative stories, personal narrative diary entries, time line representations and interviews. The narrative diary entries and time line representations were used as prompts for the interviews, whereby the researcher not only allowed the participants to discuss their experiences but also spent a prolonged period of time with them. The research study was qualitative in nature and aimed to achieve a greater level of depth by studying four participants. This was accomplished using the method of purposive sampling. The data obtained from the participants was transcribed and analysed using the open-coding technique and thematic analysis. The results revealed that even though the effects of the divorce and separation varied, the participants shared similarities with regard to their emotional state. They all experienced feelings of sadness, distress, abandonment, anger, helplessness, and stress. The results also indicated that the effects of divorce were on the participant’s behaviour, their families’ financial and economic situation, their academic school lives and integration at school. The participants reported both positive and negative effects of their parents’ separation and divorce. Taking all the data collected into consideration, the researcher was then able to make recommendations which would prove beneficial to all stakeholders. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1992.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1992. / Also available in print.

M.Ed. (Educational Management) / Learner violence is and has been a thorny silent issue among learners and teachers as well as part of daily schooling in South African schools before and after the advent of democracy. This epidemic is not only unique in South African schools but the world over including developing and countries where it does not receive necessary attention from both parents of the victims and perpetrators, authorities and with no coverage from the media. The South African government through The Bill of Rights in The Constitution Act 104 of 1996 together with the Department of Education (DoE) through legislation such as South African Schools Act (SASA) 84 of 1996 made provision through School Governing Bodies (SGB) and school managers of ensuring that violence in schools should be managed and be eradicated by means of formulating sound policies with appropriate measures to discipline whoever is found in transgression of good behaviour. However, irrespective of endeavours by authorities to curb these problems, we are still witnessing the serious incidents where learners are committing forms of violence against other learners . This motivated the researcher to explore the experiences and strategies of school principals, in particular public school principals with regard to how they manage learner violence in their schools. In addition, it was of importance to determine the contribution of stakeholders such as parents towards the management of violence in the school as regulated by SASA and what are the impact of violence on learners themselves as observed by principals. The aim was to research incidents of violence in schools, and what are the principals’ experiences and strategies of managing learner violence. A qualitative research method study was used through a semi-structured interview to get in-depth experience and knowledge from identified participants.

The purpose of the present archival study was to investigate the relationship between parental substance abuse and the risk for maladjustment and psychopathology in children in a clinic sample. Children of alcoholic parents and children of drug-dependent parents were compared to children of non-substance abusing parents. The subjects were 83 boys age 6 to 12. Children of substance abuse parents had lower levels of adaptive functioning and higher levels of school behavioral problems. Although previous studies have reported a strong association between an adverse family environment and the risk of child maladjustment, the present study did not find that the addition of an adverse family environment increased the risk for maladjustment or school behavioral problems in children of substance abusers.

M.Ed. / Please refer to full text to view abstract

This study provided administrators in a large southern metropolitan public school district an opportunity to participate in a stress-related research study. The questionnaire contained such stress-related probe areas as spiritual beliefs, preferred and imposed (perceived) orders of major-life emphasis areas, professional environment, personal-social environment, and probes into the ethical positions held by the administrators. The professional environment section contained subsets of internal (on-the-job) probes, external (political) probes, as well as personal (incentive) probes.The personal-social environment section was sub-divided into five Maslow hierarchy-of-need related probes such as physiological needs, safety-security needs, social needs, esteem needs, and self-fulfillment needs. The final section of the instrument sampled the administrators' responses to probes concerning their concepts of God, their concepts of the Bible arid their positions on eight ethical statements.