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 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)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Multidisciplinary Residences Program in health search to transform the pratics of public services of Brazilian Health through of the formation in service of professional according to the principles of the Health Unic System. For this, it s necessary the involvement of the professionals in formation with the workers in service and the teachers of educational institutions in order to integrate the scientific knowledge, theoretical and practical. Thus, this research aimed to analyze the conception of teachers of a Multidisciplinary Residence Program in health about the teaching- service integration in the formation of residents; know development and the strategies used by teachers of the Multidisciplinary Residence Program in health to propose actions of teaching-service integration in the formation of residents formation; identify difficulties and facilities in the teaching-service integration actions in the formation of residents of the Multidisciplinary Residence Program in Health. This is a qualitative, exploratory and descriptive research survey of thirteen teachers acting in the Integrated Multidisciplinary Residence Program in Public Health in a city of the state of Rio Grande do Sul, Brazil. The data were collected in the period from March to July 2015 through systematic observation and semi-structured interview. After this, the data were transcribed and analyzed by operational analysis proposed by Minayo, wich allows the generation of three categories: Teaching- Service Integration; dialectical movement in the learning process; between the plots of the development of teaching-service integration; and the teaching-service integration in residents formation: difficulties and facilities. The ethical aspects of research with humans beings was respected according to Resolution 466/12 of the National Health Council. The results showed that the teachers conceive the teaching-service integration as a strategy for the meaningful learning and also to practice for building knowledge. Moreover, to the development of this integration is necessary to understand the role and the importance of each instance involved and the role of the residents, teachers and tutors, as well actualize the relationship between graduate students and residents. It concludes that teaching-service integration provides conditions and learning for the resident and everyone involved ins this relationship. However, it requires continuous reflection and clear and co-responsible pacts that encourage the educational process according to the public health policies. / Os programas de Residências Multiprofissionais em Saúde buscam transformar as práticas dos serviços públicos de saúde brasileiro por meio da formação em serviço de profissionais que atendam os princípios do Sistema Único de Saúde. Para isso, faz-se necessário o envolvimento dos profissionais em formação com trabalhadores do serviço e docentes das instituições de ensino, com vistas a integrar o saber científico, teórico e prático. Em virtude disso, esta pesquisa objetivou analisar a concepção dos docentes de um Programa de Residência Multiprofissional em Saúde acerca da integração ensino-serviço na formação dos residentes; conhecer o desenvolvimento das ações de integração ensino-serviço na formação dos residentes e as estratégias utilizadas pelos docentes de um Programa de RMS para o desencadeamento destas ações; identificar as dificuldades e facilidades nas ações de integração ensino-serviço na formação dos residentes da RMS. Trata-se de uma pesquisa qualitativa do tipo exploratória e descritiva realizada com treze docentes atuantes em um Programa de Residência Multiprofissional Integrada em Sistema Público de Saúde de um município do estado do Rio Grande do Sul, Brasil. Os dados foram coletados, no período de março a julho de 2015, por meio de observação sistemática e entrevista semiestruturada. Posteriormente, os mesmos foram transcritos e analisados mediante a Análise operativa proposta por Minayo, que possibilitou evidenciar três categorias: integração ensino-serviço: movimento dialético no processo de aprendizagem; entre as tramas do desenvolvimento da integração ensino-serviço; e, integração ensino-serviço na formação dos residentes: dificuldades e facilidades. Os aspectos éticos das pesquisas com seres humanos foram respeitados conforme a Resolução 466/12 do Conselho Nacional de Saúde. Os resultados evidenciaram que os docentes concebem a integração ensino-serviço como uma estratégia para a aprendizagem significativa e, também para a práxis e a construção do conhecimento. Além disso, para o desenvolvimento dessa integração é necessário compreender o papel e a importância de cada instância envolvida e, também, dos residentes, docentes e preceptores, bem como, efetivar a relação entre os graduandos e os residentes. Conclui-se que a integração ensino-serviço proporciona condições de ensino e aprendizagem ao residente e a todos os envolvidos nessa relação, no entanto requer uma reflexão contínua do papel de cada um, a fim de estimular a corresponsabilidade no processo pedagógico de acordo com as políticas públicas de saúde.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-07-05T15:27:19Z No. of bitstreams: 1 arquivototal.pdf: 2259652 bytes, checksum: 8cdee502b6f577e85a166e4c98f55b62 (MD5) / Made available in DSpace on 2017-07-05T15:27:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2259652 bytes, checksum: 8cdee502b6f577e85a166e4c98f55b62 (MD5) Previous issue date: 2017-02-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Despite of the changes occurred during the last years, the curricula in the field of healthcare are still marked by the use of traditional methods, based on the verticalization of the educational process. It is evidenced that the formative process needs to be more strongly anchored in critical, reflexive, dialogical and problematizing pedagogies, which allow for more participation of the student and interaction with the social reality, among which Popular Education stands out. This study sought to investigate the presence of Popular Education problematizing method in the formation in healthcare in the Federal University of Paraiba (UFPB) and what is the perception from the students in the courses from the Health Sciences Center and the Medical Sciences Center on the use of that method. It is a descriptive, documental, observational, field and cross-sectional study, with a quantitative and qualitative character. It had as its subjects the students from the penultimate year of the undergraduate courses in healthcare from UFPB, applying a questionnaire composed of 24 questions on the aspects of healthcare formation, which was in all its steps submitted for validation (of content, semantics and statistics). Also a documental analysis was done on the Political Pedagogical Projects (PPPs) of these courses. The collected data were charted in an electronic spreadsheet in the Microsoft Office Excel 2010 software and afterwards analyzed by means of the R statistical software, on which the Factor Analysis (FA) and Cluster Analysis (CA) were applied. In the analysis of the PPPs of these courses, the presence of a dichotomy between what is defended in the PPPs and the curricular working-out was observed, as well as the perception that the students have on the formative process. Among the surveyed courses, the ones who got closer to a problematizing method were Medicine, which presents a curriculum based on the PBL, as well as Pharmaceutics and Odontology to a lesser degree. It was verified that the items 1 and 5 of the questionnaire (discussion on the subjects taught in classroom and contact with the problematizing method of Popular Education during the academic formation) exhibited significant statistic differences (p-value ≤ 0,05). In both cases, the average of the students participating in research and/or extension projects guided by PE was greater than the students who had not participated in those projects. Through the FA done on all population, it was observed that the variables of the instrument were reduced to three factors or dimensions, theoretically entitled as “teacher-student relationship”, “dialogical relationship” and “need for methodological change”. Through CA, using the dimensions generated by FA, it was perceived that in the investigated population two statistically divergent groups were present. The findings of this study emphasize that the problematizing method of Popular Education is still little evidenced in the PPP of undergraduate courses in health of the UFPB. However, the presence of the theoretical and methodological principles of the Popular Education in the perception of the evaluated students is evidenced, and it is emphasized that the extension oriented by the PE helps in this process of reorientation of the formation in health. / A despeito das mudanças ocorridas nos últimos anos, os currículos da área de saúde ainda são marcados pelo uso de metodologias tradicionais, baseadas na verticalização do processo educativo. Evidencia-se a necessidade de que o processo formativo esteja mais fortemente ancorado em concepções pedagógicas críticas, reflexivas, dialógicas e problematizadoras, que permitam a maior participação do acadêmico e interação com a realidade social, dentre as quais destaca-se a Educação Popular. Procurou-se, neste estudo, investigar a presença da metodologia problematizadora da Educação Popular na formação em saúde da Universidade Federal da Paraíba (UFPB) e qual a percepção dos estudantes dos cursos do Centro de Ciências da Saúde e do Centro de Ciências Médicas, quanto à utilização dessa metodologia. Trata-se de um estudo descritivo, documental, observacional, de campo, do tipo transversal e de caráter quanti-qualitativo. Teve como sujeitos estudantes do penúltimo ano dos cursos de graduação em saúde da UFPB, sendo aplicado um questionário composto por 24 questões acerca dos aspectos da formação em saúde, o qual foi submetido a todas as etapas de validação (de conteúdo, semântica e estatística). Também foi realizada uma análise documental dos Projetos Político Pedagógicos (PPP) destes cursos. Os dados coletados foram tabulados numa planilha eletrônica do Microsoft Office Excel 2010 e posteriormente analisados por meio do software estatístico R, no qual foram realizadas a Análise Fatorial (AF) e a Análise de Agrupamento (AA). Na análise do PPP dos cursos verificou-se a presença de uma dicotomia entre o que está preconizado no PPP e a operacionalização curricular, assim como na percepção que os discentes têm acerca do processo formativo. Dentre os cursos avaliados os que mais se aproximaram de uma metodologia problematizadora foram Medicina, que apresenta um currículo pautado no PBL, assim como Farmácia e Odontologia em menor proporção. Verificou-se que os itens 1 e 5 do questionário (discussão acerca dos assuntos ministrados em sala de aula e contato com a metodologia problematizadora da Educação Popular durante a formação acadêmica) apresentaram diferenças estatisticamente significativas (p-valor ≤ 0,05). Em ambos, a média dos estudantes que participavam de projetos de pesquisa e/ou extensão orientados pela EP foi maior do que a dos estudantes que não participavam destes projetos. Por meio da AF realizada com toda a população, observou-se que as variáveis do instrumento foram reduzidas em 3 fatores ou dimensões, intituladas do ponto de vista teórico como “relação professor-aluno”, “relação dialógica” e “necessidade de mudanças metodológicas”. Com a realização da AA, utilizando as dimensões geradas pela AF, percebeu-se que na população investigada havia a presença de dois grupos estatisticamente diferentes. Os achados do estudo destacam que a metodologia problematizadora da Educação Popular é pouco evidenciada no PPP dos cursos de graduação em saúde da UFPB. Contudo, evidencia-se a presença dos elementos teórico-metodológicos da Educação Popular na percepção dos estudantes avaliados e destaca-se que a extensão orientada pela EP auxilia nesse processo de reorientação da formação em saúde.

This investigation was concerned with the problem that the staff development needs of child-care personnel in juvenile detention facilities in the State of Texas have not been identified and described. The study utilizes the Delphi technique in determining juvenile detention administrators' perceptions of the skills/knowledge required to be a competent detention child-care worker. The assumption was made that detention administrators can supply relevant input to study.

In my diploma thesis I analyse coaching as a method of learning and development of employees. The main points of theoretical part are the Inner Game and GROW method. In practical part of my thesies I concider how coaching works in two different international companies in the Czech Republic - T-Mobile CZ and DHL Express CZ. Last part of my thesis contains confrontation of both companies.

The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies exams. This quasi-experimental study examines the scores to learn whether or not any statistically significant differences in social studies scores would exist between the schools that participated in the TEKS/Tools Training Program and the schools that did not participate in the TEKS/Tools Training Program. The two primary at-risk groups in Texas, Hispanic and low SES, were analyzed for statistically significant differences in scores. Independent t tests and ANCOVA were used to analyze the score differences between program schools and non-program schools. Results relate to individual school staffing and implementation. The at-risk groups remained flat in score gains whether they were part of the program schools or not. Results relate to differences in learning and teaching for at risk groups. A separate trend analysis was used on the program target school which was the only school with three years of scores to determine improvement from grade 9 to 10 to 11 on the social studies TAKS test scores. Results from the repeated measures analysis indicated a statistically significant linear trend in the program target school's TAKS social studies mean gain scores across the 9th, 10th, and 11th grade levels.

Submitted in fidfillment of the requirements for the degree DOCTORATE OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006. / The aim of this investigation was to establish educators' perceptions of developmental appraisal by means of a literature study and an empirical investigation. As an introduction to the study, the developmental appraisal system in other countries was reviewed. In doing so the South African developmental appraisal system was compared with other countries, and the common characteristics were highlighted. Educators* perceptions of developmental appraisal in other countries were also focused on. The literature review reflects that there has been a paradigm shift in teacher evaluation from a judgmental approach to a developmental approach. In the judgmental approach there is a tendency to find fault, to be negative in reports that are written and not to acknowledge the positive things that educators do. The main aim of the developmental appraisal is to facilitate the personal and professional development of educators in order to improve the quality of teaching practice and education management. The primary aim of this investigation was to investigate educators' perceptions of developmental appraisal through the medium of literature and empirical study. The implementation of developmental appraisal, appraisal and staff development and the integrated quality management system were investigated using the literature and empirical study. The study revealed that educators have a negative perception of developmental appraisal. For the purpose of the empirical investigation, a self-structured questionnaire was utilized. An analysis was undertaken using 217 questionnaires completed by educators in the eThekwini Region- The data obtained from the completed questionnaires was processed and analysed by means of descriptive and inferential statistics. Essentially the following were the main research findings: XXll • the process of developmental appraisal did not contribute to the development of educators; • outside assessors were not invited when needed; • the rating scale of A or B was not adequate; • appraisal of educators did not result in improvement of qualifications; • the quality management initiatives resulted in an unnecessary increase in educator's workload; and • a better working relationship between the staff development team and the school management team was encouraged. The summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings the following recommendations were made: • The Department of Education must re-introduce incentives and rewards for further study. • The inclusion of an appraisee from the outside on the appraisal panel should be made compulsory. • The Department of Education, teacher unions, principal's forum and other educational organizations must convene seminars, workshops and training programmes for appraisal panel members. • Further research should be conducted on the following: > The changing role of the educator and its impact on developmental appraisal. > The success of developmental appraisal based on the staff development team's leadership style. > Educators' perceptions of what role developmental appraisal serves in the integrated quality management system.

This study sought to determine the staff development knowledge and skill needs of school administrators as perceived by primary school principals in Thailand. This study posed the following questions for investigation: what specific knowledge and skills do primary school principals in Thailand perceive as necessary for them to perform the role of staff developer in their schools, and which competencies are perceived to be the most important?

The subject of thesis „Increasing the efficiency“ of personnel work is the analysis of the current state of personnel work Brno branch of Merz s.r.o. to increase the efficiency of personnel work. Increasing the efficiency of personnel work should be achieved to increase profits and improve the economic situation of Merz s.r.o. The theoretical part of this work focuses primarily on individual areas of personnel work, namely motivation, communication, evaluation and remuneration and training. Also there is space devoted to dealing with the hierarchical structure of society and its leadership. These findings, together with an analysis of the current situation are used to propose changes that will lead to increase the efficiency of personnel work, and the goal of improving the economic situation of the company.