This research project was done with the aim in mind to determine how teachers experience their lived through experience of job satisfaction in teaching. The qualitative research process was followed by making use of narrative methods such as narrative essays, interviews and observations. The essays and interviews served as basis for data collection purposes. If was essential for me as researcher, to find the reasons why teachers have negative and / or positive connotations towards certain teaching facets, and also to try and determine what their expectations, feelings and views are about education, so that I can determine how they experience teaching as a career. This research looked at the perceptions, viewpoints and experiences of individual teachers in relation to job satisfaction in teaching. Job satisfaction in teaching is essential, as it evolves around many different parties. It is therefore essential that a healthy organisational environment exists or is created at schools, so that effective teaching can take place. This research focus on factors that have an influence on job satisfaction and the implementation thereof to ensure maximum productivity and job satisfaction amongst teachers. This includes the role that the principal plays in creating a working environment where teachers can experience job satisfaction. / Dissertation (MEd)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The purpose of the study was to attain a deeper sense of understanding of the teacher’s stress experience during interactions with a learner suffering from behavioural and emotional problems. The study was undertaken within the interpretive paradigm. A qualitative research design of three case studies (schools, with two participants per school) was used. The case studies were carried out per school since the school establishes the context for the narrative of the stress experiences. Data capturing was conducted by means of semi-structured interviews. The main themes that emanated from the interviews were: the emotions of the teachers, the handling of stress resulting from the relation to the learner and own stresses, and a general reflection of the teachers regarding their own stress experiences. An overall view was taken of the relationship between the context and participants’ stress experiences. The main findings showed a clear correlation between the intensity of the stress experience on the one hand, and the individual’s perception of an incident and his/her need for control on the other. The headmaster’s leadership style and the organizational culture can influence the participants’ experience and their handling of class incidents. Professional and personal stressors have a mutual influence on one another. Reflections appear to play a major part in how stress is dealt with. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

An investigation into stress experience and the use of coping skills by departemental heads of schools: guidelines for support. Stress occurs when one's perception of demands exceeds his perception of his abilities to meet them. Except for work related demands, a variety of demands and threats in the environment have to be faced continuously. As a result stress is created that manifest in people's behavior, work efficiency and socialization. In general, the education profession is considered among the most stressful careers in the world. This also applies to the South African educational system. U'hm teachers experience stress, it has a negative effect on their beloved ones. colleagues and the learners. Therefore teacher stress has a negative effect on the teaching system in general. Thus teacher stress can be considered to be a national problem. The real situation of teachers in South Africa was determined by means of an empirical study that \\as complimented by a qualitative investigation. In this study. stress is dealt with from the educational psychology. However. stress is a holistic multi-dimensional concept that can only by understood at best when it is approached from a multi-professional point of view. Equally all the actions to cope with stress are rnultidimensional actions. This research aims to develop among teachers an awareness of stress manifestations. with the purpose to identi6 and control stressors. These actions are strengthened by appropriate adaptations in life style and the management of resources. A comprehensive support program is suggested to guide teachers towards an understanding and control of stress. and the establishment of a social support system. while serious manifestations of stress should be addressed by means of professional services. Key words: stress. cope. stress management. education. self control. stress control, environment. work stress: organization stress. community stress. health. wellness. neurological exercise. physical exercise. physiological exercise. religion. humor. feeding. free radicals. anti-osidants. and diet. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

An investigation into stress experience and the use of coping skills by departemental heads of schools: guidelines for support. Stress occurs when one's perception of demands exceeds his perception of his abilities to meet them. Except for work related demands, a variety of demands and threats in the environment have to be faced continuously. As a result stress is created that manifest in people's behavior, work efficiency and socialization. In general, the education profession is considered among the most stressful careers in the world. This also applies to the South African educational system. U'hm teachers experience stress, it has a negative effect on their beloved ones. colleagues and the learners. Therefore teacher stress has a negative effect on the teaching system in general. Thus teacher stress can be considered to be a national problem. The real situation of teachers in South Africa was determined by means of an empirical study that \\as complimented by a qualitative investigation. In this study. stress is dealt with from the educational psychology. However. stress is a holistic multi-dimensional concept that can only by understood at best when it is approached from a multi-professional point of view. Equally all the actions to cope with stress are rnultidimensional actions. This research aims to develop among teachers an awareness of stress manifestations. with the purpose to identi6 and control stressors. These actions are strengthened by appropriate adaptations in life style and the management of resources. A comprehensive support program is suggested to guide teachers towards an understanding and control of stress. and the establishment of a social support system. while serious manifestations of stress should be addressed by means of professional services. Key words: stress. cope. stress management. education. self control. stress control, environment. work stress: organization stress. community stress. health. wellness. neurological exercise. physical exercise. physiological exercise. religion. humor. feeding. free radicals. anti-osidants. and diet. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

Summaries in English and Afrikaans / Text in English / A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is a problem for contemporary South African children, who automatically respond to stressors (causes of stress), in the same way as children of the past, since human beings have not changed psychobiologically over the millennia. Our bodies and minds should return to a calm state, after our initial stress reaction, but we often remain under stress, which results in emotional/ physical symptoms of distress. Yet history has shown that children can be helped to handle stress, making it a stimulus for growth. Although past societies were not directly conscious of the concept of stress, they taught coping mechanisms to their children. Some of these are generally valid, and provide us with solutions to the problem of stress in the pedagogic situation. / Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers bewys dat die mens nie psigobiologies verander het nie. Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van stres in die pedagogiese situasie. / Educational Studies / M. Ed. (Educational Studies)

Summaries in English and Afrikaans / Text in English / A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is a problem for contemporary South African children, who automatically respond to stressors (causes of stress), in the same way as children of the past, since human beings have not changed psychobiologically over the millennia. Our bodies and minds should return to a calm state, after our initial stress reaction, but we often remain under stress, which results in emotional/ physical symptoms of distress. Yet history has shown that children can be helped to handle stress, making it a stimulus for growth. Although past societies were not directly conscious of the concept of stress, they taught coping mechanisms to their children. Some of these are generally valid, and provide us with solutions to the problem of stress in the pedagogic situation. / Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers bewys dat die mens nie psigobiologies verander het nie. Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van stres in die pedagogiese situasie. / Educational Studies / M. Ed. (Educational Studies)

Summaries in English, Afrikaans and Zulu / Orientation: Security personnel work in a high risk and consequently high stress environment. This may negatively affect their wellbeing. Owing to the high crime rate in South Africa, one of the continuous stressors security personnel experience might be fearing for their lives. If security personnel fail to use effective coping strategies they will remain stressed, and this may have a negative impact on them, and their organisation or community. Challenges such as work stress in the South African security industry have not been comprehensively researched or documented (Sibanyoni, 2014). Consequently, no South African questionnaire measuring coping with stress or a stress management model for dealing with stress in a security environment, could be found. Research purpose: The general aim of the research was to develop a valid and reliable coping questionnaire and stress management model for high stress security occupations. Research methodology: A questionnaire development process, as suggested by scientific literature, was followed. The process entailed (1) determining coping strategies by means of a literature review, (2) developing the coping questionnaire, (3) administering the questionnaire to the target population, and (4) statistical analysis. The stress management model was developed by combining the results of the confirmatory factor analysis (CFA) and canonical correlation analysis (CCA). The development of the questionnaire was based on a sample of 381 active duty security personnel working in a high stress security environment in South Africa. Main findings: The study resulted in the development of a psychometrically sound 39-item questionnaire. The following 12 empirically validated healthy and unhealthy coping strategies were identified: (1) social support, (2) group cohesion, (3) physical exercise, (4) relaxation, (5) social media addiction, (6) healthy sleeping habits, (7) healthy diet, (8) training, (9) humour, (10) religion, (11) avoidance, and (12) denial. CFA confirmed both the construct and content validity, and composite reliability. The questionnaire was found to be invariant, and could thus be applied to different groups in high stress security occupations. A stress management model indicating the interrelationship between personality and coping was also developed. Contribution/value-add: The main contribution of this study was the development of a valid coping questionnaire and stress management model. By identifying the specific coping strategies, targeted stress management interventions could be developed. This could contribute to the overall wellness of security personnel working in high stress occupations, resulting in a healthy organisation and sound relationships with the community. Security organisations could also use the model during assessments to identify candidates with personality traits that would lead to healthier coping strategies, thereby selecting personnel that could better adapt to a security environment. / Oriëntasie: Sekuriteitspersoneel werk in ’n hoë risiko en gevolglik ’n stresvolle omgewing. Dit kan hulle welstand negatief beïnvloed. As gevolg van die hoë misdaadsyfer in Suid-Afrika kan een van die deurlopende stressors wat sekuriteitspersoneel ervaar ’n vrees vir hulle lewens wees. Indien sekuriteitspersoneel nie effektiewe streshantering strategieë gebruik nie, kan hulle voortdurend stres ervaar en dit kan ’n negatiewe impak op hulleself, hulle organisasie of gemeenskap hê. Uitdagings soos beroepstres in die Suid-Afrikaanse sekuriteitsindustrie is nog nie deeglik nagevors of gedokumenteer nie (Sibanyoni, 2014). Gevolglik kon daar vir die sekuriteitsomgewing geen Suid-Afrikaanse vraelys wat streshantering meet of ’n stresbestuursmodel gevind word nie. Doel van die navorsing: Die algemene doel van die navorsing was om vir stresvolle sekuriteitsberoepe ’n geldige en betroubare streshanteringsvraelys en stresbestuursmodel te ontwikkel. Navorsingsmetodologie: ’n Vraelys ontwikkelingsproses, soos deur wetenskaplike literatuur voorgestel, is gevolg. Die proses het die volgende behels: (1) die vasstel van die streshantering strategieë deur middel van ’n literatuuroorsig, (2) die ontwikkeling van die streshanteringsvraelys, (3) administrasie van die vraelys aan die teiken populasie en (4) statistiese analise. Die stresbestuursmodel is ontwikkel deur die resultate van die bevestigende faktoranalise (BFA) en die kanoniese korrelasie analise te kombineer. Die ontwikkeling van die vraelys is gebaseer op ’n steekproef van 381 aktiewe diens sekuriteitspersoneel wat in Suid-Afrika in ’n stresvolle sekuriteitsomgewing werk. Hoofbevindinge: Die studie het tot ’n psigometries betroubare 39-item vraelys gelei. Twaalf empiries gestaafde gesonde en ongesonde streshantering strategieë is geïdentifiseer naamlik: (1) sosiale ondersteuning, (2) groep kohesie, (3) fisiese oefening, (4) ontspanning, (5) sosiale media verslawing, (6) gesonde slaapgewoontes, (7) gesonde dieet, (8) opleiding, (9) humor, (10) godsdiens, (11) vermyding en (12) ontkenning. BFA het die konstruk- en inhoudsgeldigheid so wel as die saamgestelde betroubaarheid bevestig. Die vraelys is invariant en kan dus op verskillende groepe in hoë stres sekuriteitsberoepe toegepas word. ’n Stresbestuursmodel wat die verwantskap tussen persoonlikheid en streshantering aandui is ook ontwikkel. Bydrae/waardetoevoeging: Die belangrikste bydrae van hierdie studie was die ontwikkeling van ’n geldige streshanteringsvraelys en stresbestuursmodel. Deur die spesifieke streshantering strategieë te identifiseer kan gefokusde streshantering intervensies ontwikkel word. Dit kan tot die algehele welstand van sekuriteitspersoneel wat in stresvolle beroepe werk bydra en derhalwe ’n gesonde organisasie en goeie verhoudings met die gemeenskap. Sekuriteitsorganisasies kan ook tydens keurings die model gebruik om kandidate met persoonlikheidstrekke, wat tot gesonder streshantering strategieë sal lei, te identifiseer en dus personeel kies wat beter by ’n sekuriteitsomgewing sal aanpas. / Isimo somqondo: Abasebenzi bezokuphepha basebenza ezindaweni ezinobungozi obuphakeme nengcindezi ephakeme. Lokhu kungaba nomthelela omubi esimeni sabo sempilo. Ngenxa yezinga lobugebengu eliphezulu eNingizimu Afrika, okukodwa okudala ingcindezi ngokuqhubekayo kubasebenzi bezokuphepha ukwesabela izimpilo zabo. Uma abasebenzi bezokuphepha bengasebenzisi amasu aphumelelayo okubhekana nalezi zimo, bazohlala benengcindezi futhi lokhu kungaba nomphumela omubi kubona, enhlanganweni yabo noma emphakathini wabo. Ucwaningo ngezinselelo ezinjengokucindezeleka emsebenzini ezimbonini zokuphepha lapha eNingizimu Afrika alwenziwanga futhi akubhaliwe kabanzi ngakho (Sibanyoni, 2014). Kanjalo, alutholakalanga uhlu lwemibuzo lwaseNingizimu Afrika olungalinganisa ukuthi abasebenzi bezokuphepha babhekana kanjani nengcindezi kanye nomlinganiso olawula ingcindezi ukubhekana nengcindezi ezindaweni zezokuphepha. Inhloso yocwaningo: Inhloso enkulu yocwaningo kwakuwukuqamba uhlu lwemibuzo oluqinisekile noluthembekile ukubhekana nengcindezi nomlinganiso wokulawula ingcindezi emisebenzini yezokuphepha enengcindezi ephakeme. Indlela yokwenza ucwaningo: Isenzo sokuqamba uhlu lwemibuzo njengoba kuhlongozwa yimibhalo yezesayensi silandelwe kulolu cwaningo. Lesi senzo sibe (1) nokuthola amasu okubhekana nengcindezi ngokubhekisa emibhalweni ehloliwe, (2) nokuqamba uhlu lwemibuzo ephathelene nokubhekana nengcindezi, (3) nokunikeza uhlu lwemibuzo kubantu abathintekayo, kanye (4) nokwenza uhlaziyo lwezibalo. Umlinganiso wokulawula ingcindezi wenziwe ngokuhlanganisa imiphumela yeConfirmatory Factor Analysis (CFA) neyeCanonical Correlation Analysis (CCA). Ukuqanjwa kohlu lwemibuzo kweyeme esampuleni labasebenzi bezokuphepha abangama-381 abamatasa emsebenzini abasebenza ezindaweni ezinengcindezi ephakeme eNingizimu Afrika. Okukhulu okutholakele ocwaningweni: Ucwaningo lube nomphumela ekuqanjweni kohlu lwemibuzo oluqinisekile ngokwesayikhomethri olunemibuzo angama-39. Kukhonjwe amasu okubhekana nengcindezi ayishumi nambili aqinisekiswe ngokubukisiswa asesimeni esiphilile nesingaphilile sempilo, okubalwa kuwo, (1) uxhaso lomphakathi, (2) ukuba ndawonye kweqembu, (3) ukuzivocavoca umzimba, (4) ukuziphumuza, (5) ukuba yisigqili semithombo yomphakathi, (6) imikhuba emihle yokulala, (7) uqeqesho, (8) amahlaya, (10) inkolo, (11) ukuxwaya, kanye (12) nokwala. ICFA iqinisekise ukuba neqiniso kombono nokuqukethwe, kanye nokwethembeka okuxubile. Kutholakele ukuthi uhlu lwemibuzo aluguquki futhi lungasetshenziswa emaqenjini ehlukene emisebenzini yezokuphepha anengcindezi ephakeme. Kuthuthukiswe nomlinganiso olawula ingcindezi okhombisa ubudlelwano phakathi komuntu isibili nokubhekana nengcindezi. Umnikelo: Umnikelo omkhulu walolu cwaningo kube ukuqamba uhlu lwemibuzo oluqinisekile ukubhekana nengcindezi kanye nomlinganiso wokulawula ingcindezi. Ngokukhomba amasu aqondene nokubhekana nengcindezi, kungathuthukiswa izindlela ezihlosiwe zokulawula ingcindezi. Lokhu kunganikela esimeni esihle sempilo yabasebenzi bezokuphepha abasebenza imisebenzi enengcindezi ephakeme, okuzoholela enhlanganweni esesimeni esihle nasebudlelwaneni obuhle nomphakathi. Izinhlangano zezokuphepha nazo zingawusebenzisa lomlinganiso ngesikhathi sokuhlola ukubona abafundi abanezici ezinomthelela omuhle, kumasu abhekana nengcindezi asesimeni esihle, ezizobenza bakhethe abasebenzi abazongena kahle ezindaweni zokuphepha. / Industrial and Organisational Psychology / D. Phil. (Industrial and Organisational Psychology)