The Master's Thesis deals with the education and development of employees in the company OEZ. The aim is to analyze the education system in this organization, find strengths and weaknesses and recommend possible solutions. The component goal is to develop the theoretical basis of this issue, to the extent necessary for subsequent analysis and to conduct a survey among employees of the company, which shows their perception of the functioning of the education system. The theoretical part deals with the various stages of the education system, linked to strategy and to a lesser extent, the legal regulation of educational issues and links to other personnel activities. The practical part contains the characteristics of the company, the analysis phase of the education system in OEZ, evaluation of the functioning of this system from the perspective of its users - employees, a summary of the main strengths and weaknesses and suggestions for possible solutions.

This Master's Thesis deals with the education and development of employees in the company NATE --nápojová technika a.s., which is a modern and flexible company active in the engineering industry. The aim is to analyze the existing system of education in this organization and the results of a questionnaire survey conducted to design and recommend measures to improve the current situation. The theoretical part looks into identifying the basic concepts related to staff training, particularly describing the systematic training and to a lesser extent, the financial cost of education in society. The practical part contains the characteristics of the company, description of the education system and a summary of the views of employees resulting from own research and suggestions for possible solutions.

This study develops guidelines and an in-service model for secondary teachers supervising student teachers. The study provides guidelines for developing in-service teacher supervision activities in secondary schools that serve as student teacher centers. The study seeks to determine selection criteria for supervising teachers; to ascertain in-service program activities considered valid by experienced supervising teachers, administrators and college coordinators; to measure professional reaction toward recent co-operative implementation of Senate Bill Eight; and to assess current in-service programs for supervising teachers in the North Texas area and test their conformity with criteria stated by known authorities. The study reviews literature in topical areas considered by known authorities to be those in which secondary-school supervising teachers must function. A questionnaire was developed, validated and mailed to an aggregate of 239 secondary supervising teachers, college co-ordinators, principals and central office administrators in selected public schools, and colleges and universities in the North Texas area. Collection of data resulted in a 73.6 per cent return in a ten-day period. Degrees of differences among the beliefs of participant groups were revealed by the chi-square measure of significance. It was found that the supervising teacher is the most influential feature of the entire student-teaching program and that in-service staff development programs concentrating on supervision of student teachers are both wanted and needed. It was further found that there is no central trend, in the North Texas area, to meet the desired need. Only ten per cent of the supervising teachers have had formal training in the supervision of student teachers. Those who were least familiar with Senate Bill Eight and the Texas Education Agency's guidelines supported one to three two-hour, inservice sessions per year. Central office administrators supported from four to six two-hour, in-service sessions per year.

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2007. / This study examines the role of the school management team in staff development as well as factors that help and hinder the team in this regard. The effectiveness of strategies that have been put in place by school management teams is also analysed. The literature review, which involves various textbooks, magazines, newspapers and journals related to the study, makes it clear that the school management team is responsible for staff development in schools. Various approaches to staff development were furthermore identified in order to relate them to staff development practice. * Questionnaires with open and closed-ended questions were used to obtain information from the respondents. The population of the study included members of the school management team and post level-one educators. Analysis of information received from the respondents indicated that staff development could be improved with the cooperation of subject advisers, the organisation of workshops on staff development, by conducting regular staff appraisals, encouraging educators to further their studies, providing intensive induction and by socialisation. The findings of the study necessitated recommendations by the investigator regarding staff development The findings also established that both the post level-one educators and school management team were familiar with the roles of the school management team in staff development. The school management teams were seen not to be doing what was expected of them. It also became clear that post level-one educators were not prepared to accept changes as demanded by the Department of Education and that staff development programmes and policies have to be put in place. It is recommended that funds should be earmarked for staff development and that workshops on staff development must be offered. The school management team should encourage educators to further their studies and thus improve their teaching strategies

This study examined the process for implementation of the SB 1969 Staff Development in Sacramento City Unified School District. This case study focused on the implementation process from its inception in 1995 to the full implementation of training K–12 teachers during the 1997–98 school year. The data revealed that the policy implementation process occurred in three stages: (1) the planning phase, (2) the K–8 implementation phase, (3) the full K–12 implementation phase with modifications to the K–8 training component. The analysis revealed that local choices about how to proceed from policy to practice have had more significance for policy implementation than did policy features such as program design, funding levels, or governance requirements. The recommendations in this study are based on the research, findings, and conclusions. They include: (1) districts need to plan for policy implementation as a gradual process, (2) districts need to understand that successful implementation can only be achieved through a developmental process that consists of frequent reviews and modifications, (3) there must be an effective and committed group of people in the district guiding the implementation process, (4) districts must anticipate resistance to change by dealing with it accordingly, with flexibility built into the process, (5) the State must continue to provide an alternative means of credentialing teachers, who work with Limited English Proficient students in California. The recommendations for policy makers include: (1) policy makers should obtain information about policies directly from educators at the beginning of the policy development process; (2) policy makers should create liaisons with organized groups that represent the educational community in order to obtain feedback about policies affecting education; (3) policy makers need to ensure that they are obtaining information from the key stakeholders that will be affected by the educational policy, or gather information from other education-related organizations; (4) policy makers should utilize the internet, and other forms of communication to disseminate educational policy information.

When the National Assessment of Educational Progress reported in 1998 that 70 percent of fourth grade children in the United States were reading just at (31%) or below the basic grade level (39%), this astounding fact resulted in national attention and political intervention. At the same time, the National Research Council published their 25 years of researched findings in their book, Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998). The national reactions to these reports were strong and included new initiatives for overcoming this emerging national problem. One such initiative was the implementation of the national Reading Excellence Act (REA). The purpose of this study was to determine the effectiveness of the required REA staff and professional development activities and to determine whether these activities impacted classroom instruction. The study was limited to REA schools in East Tennessee during the first year of implementation. Staff and professional development activities were centered on the essential elements of reading and the educational term of “balanced reading” was embraced. The essential elements of balanced literacy, as delineated by the National Reading Panel include phonemic awareness, phonics, vocabulary, fluency, and comprehension instruction. Data were collected using a teacher survey measuring teacher perception prior to and during REA implementation. Observational data were collected using identical paired observations, gathered on two occasions by the REA state consultant during official visits. A series of paired t-tests were used to determine whether there were significant pre-to-post changes in teacher perception of their teaching practice and pre-to-post changes in classroom observations. The overall alpha level or “significance level” was set at .05 for each significance test. From this study, teacher perception of classroom practice was significantly improved; however, classroom observations did not correlate with those findings. It is assumed that as teacher perception changes, a change of teacher practice will likely follow.

Master's thesis is made on 77 pages (A4 format, Times new Roman font, font size 14, interval 1.5). Number of tables – 10 (without attachments). Number of drawings – 35 (without attachments). Master's thesis consists of an introduction, three chapters, conclusion, references, applications. The theoretical part presents the basic concepts, the evolution of concepts, characteristics, factors, nature and relationships with other variables. In the practical part the General characteristics of the studied company and staff, the analysis of the work to identify employees with high potential, as well as emotional burnout are analyzed. On the basis of the obtained results, recommendations were given on the development and implementation of the program of capacity development and reduction of emotional burnout of employees in the company's activities. / Магистерская диссертация выполнена на 77 страницах (формат А4, шрифт Times New Roman, размер шрифта 14, интервал1.5). Количество таблиц – 10 (без вложений). Количество рисунков – 35 (без вложений). Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы, приложений. В теоретической части представлены основные понятия, эволюция понятия, характеристики, факторы, природа и отношения с другими переменными. В практической части анализируются общие характеристики исследуемой компании и персонала, анализ работы по выявлению работников с высоким потенциалом, а также эмоционального выгорания. На основе полученных результатов были даны рекомендации по разработке и внедрению в деятельность компании программы развития потенциала и снижения эмоционального выгорания сотрудников.

This study is an evaluation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. The study sought to establish inter alia the relationship between the current teacher appraisal and the day to day duties of teachers, the extent to which it leads to improvements in the teaching and students' learning process, how it addresses the staff development needs of the teachers, and whether the mechanisms and procedures for the management and implementation of the appraisal system in the schools is adequate. Teacher appraisal was defined as a process of staff development aimed at the professional development of the teacher through collegial interaction in order to enhance the quality of teaching and students' learning. Other strategies to achieve the effectiveness were also discussed in the thesis. Chapter One of the thesis provided the orientation of the study, while Chapter Two looked at the international literature on appraisal, including two case studies on the introduction of teacher appraisal in Great Britain and the United States of America. Chapter Three provided the contextual literature for the study. Chapter Four provided the research design of the study. Chapter Five discussed and analysed the research findings and Chapter Six presented the summary, conclusions and recommendations of the study. A survey questionnaire based on a five items Likert Scale and a semi-structured interview were used to collect data. The study was carried out in the Southern Region of Botswana in the Lobatse and Kanye Clusters of secondary schools. From both the literature reviews and the empirical research findings, it became clear that:  Teacher appraisal is a process and not an event;  The clarity of the purpose of the appraisal process is fundamental to its effectiveness;  The training of both the appraisees and appraisers on the appraisal process is crucial to its effectiveness;  Feedback is a sine qua non for the appraisal process to be effective. / Teacher Education / D.Ed. (Education Management)

This study investigated the effectiveness of staff training and development programmes and policies at the Unisa Library. The aim of the study was to establish how staff training and development needs were met and also how staff felt about the centralisation of the Human Resources Department. Self-administered questionnaires were distributed among the Unisa Library staff including the Unisa Branch Libraries. Interviews with four divisional managers were also conducted. Staff development is an ongoing process that, by means of a systematic approach, serves to orient, train, and develop each member of the library staff to work together and to serve their customers with the skills necessary to deliver a quality service. As a result, training can be viewed as an essential vehicle to efficient and effective performance by staff and also as a process that develops the skills, awareness or expertise of staff. This is important for both professional and non-professional employees. Chapter one of this dissertation provided the orientation of this study. Chapter two looked at how the study was conducted, including the research design and methods. Chapter three provided information on the legal aspects of training and development in the workplace and what employees need to be aware of and to know. Chapter four dealt with staff training and development and a literature survey. Chapter five gave an analysis and interpretation of the research findings. Chapter six described the situation at Unisa with respect to staff training and development, while in chapter seven recommendations were made based on the findings of this study. It was found that the personal development of staff was hindered as only job - related training is supported by the Library's STD workgroup. It is recommended that a training needs analysis be compiled in the Library based on the individual staff training requirements expressed during annual performance appraisals. Fifty percent of the staff who were surveyed thought it was good to centralise the Human Resources Department. / Information Science / M. A. (Information Science)

This study describes the research that was carried out at a boys-only primary school in the Pinetown District of Kwazulu-Natal. The study was conducted with the purpose of investigating the management duties undertaken by the principal regarding time, staff and curriculum. In order to achieve the aim of this study the main research question was formulated, that is: How does the principal of X primary boys-only school manage the administrative and instructional programme in the process of executing his duties? Chapter One orientates the reader regarding the purpose, research problem, motivation and design of the study. Chapter Two provides the theoretical framework in terms of the types of school management models with particular focus on the democratic management model and the systems theory. Qualitative research in the form of in-depth interviews and participant observation was undertaken in an attempt to answer the research question. Interviews were conducted with the school principal and four educators. Chapter Four presents the findings of the study which highlight the role of the principal in managing the aspects of the school while he delegates the various areas of management to the members of staff. The findings further reveal the principal’s involvement in all the processes from inception to end. Chapter Five concludes the study summatively. The chapter includes a brief account of what the study covered, assumptions made in the theoretical framework, and draws important conclusions and makes relevant recommendations about the management duties of the school principal. / Educational Studies / M.Ed. (Education Management)