Thesis (MPhil (Health ScEd))--University of Stellenbosch, 2010. / No abstract available

Wellness literature reported that the current focus on academic achievement and high-stakes testing has sacrificed wellness in students, and ?there is a strong need and a public outcry to promote wellness in public schools? (Myers & Sweeney, 2005a, p. 228). Also, ?the promotion of schoolwide well-being will enrich the academic experience of students and families. In addition, school staff members who are aware and knowledgeable of wellness concepts may be more likely to apply healthy strategies in the curriculum and throughout the school? (Myers & Sweeney, p. 232). Effective teacher research supported the Student Teacher Assessment Instrument as a viable measure of teacher effectiveness. The purpose of this research was to determine whether holistic wellness as defined by creative self, coping self, social self, essential self, and physical self as measured by the 5F-Wel can be used to predict teacher effectiveness as measured by the STAI. The research question proposed for this study was: Is there a relationship between wellness as measured by the Five Factor Wellness Inventory and effective teaching as measured by the STAI? The research design was correlational. A convenience sample of voluntary participants among the 54 teacher interns during the spring 2006 semester from Mississippi State University-Meridian campus was used. The predictor variables were the second order factor scores on the 5F-Wel. These factors are creative self, coping self, social self, essential self, and physical self. The dependent variable was the overall formative score on the STAI. The results obtained show the predictor variables included in the multiple linear regression analysis did not predict teacher effectiveness as measured by the STAI at an accuracy greater than chance. A statistically significant relationship between the predictor variables and dependent variable was not found. Specifically, wellness as measured by the second order factors on the 5F-Wel did not predict teacher effectiveness as measured by the STAI in this study. Recommendations included: (a) using similar methodology in other studies and (b) replicating the study with future cohorts of student interns from Mississippi State University-Meridian Campus.

Made available in DSpace on 2015-04-22T22:10:58Z (GMT). No. of bitstreams: 1 maria carolina.pdf: 2205078 bytes, checksum: b63dfc5feeca9cf0601655b2b853a4df (MD5) Previous issue date: 2013-08-05 / The internship aims at the improvement of the student through practical activities, where one can apply the lessons learned in school. In this sense, it is up to the IFAM Internship Program/Center providing quality services to the entire community, fulfilling their goals effectively. However, we observed the absence of a system for evaluating the effectiveness of such program. The the main objective of this research was to develop a model for evaluating the effectiveness of the IFAM Internship Program/Center from the perspective of the student in order to improve the services provided by the program. To collect data a questionnaire was designed with closed and open questions, based on the SERVQUAL model developed by Parasuraman et al, (1985). The research sample consisted of 99 students of technical in-person courses, full time courses as well as PROEJA (Adult courses). The study showed that all dimensions of service quality of the IFAM Internship Program/Center have shown negative gap, thus revealing the need for re-planning actions by the managers of the program, including: interventions of teachers, in order to clarify the main questions of the students about the internship; planning meetings with new trainees, providing practical situations in the IFAM laboratories where the student can learn and experience the challenges of laboring world. In this sense, it is recommended studies be made to hear the opinion of the companies which use the services of IFAM Internship Program / Center for admitting such students. / O estágio tem como finalidade o aprimoramento do aluno através de atividades práticas, em que possa aplicar os ensinamentos adquiridos na escola. Nesse sentido, cabe ao Programa de Estágio do IFAM/Centro prestar serviços com qualidade a toda comunidade, cumprindo seus objetivos de maneira efetiva. Entretanto, foi observada a ausência de um sistema de avaliação da efetividade do referido programa, sendo que o objetivo principal da pesquisa foi desenvolver um modelo de avaliação da efetividade do Programa de Estágio do IFAM/Centro a partir da visão do aluno, a fim de aperfeiçoar os serviços prestados pelo programa. Para a coleta de dados foi elaborado um questionário com questões fechadas e abertas, baseado no modelo Servqual desenvolvido por Parasuraman et al, (1985). A amostra da pesquisa foi constituída por 99 alunos dos cursos técnicos presenciais das modalidades de ensino subsequente, integrado e proeja. O estudo mostrou que todas as dimensões da qualidade dos serviços do Programa de Estágio do IFAM/Centro apresentam gap negativo, revelando assim a necessidade de um replanejamento das ações por parte dos gestores do programa, dentre elas: intervenções de professores, com o intuito de esclarecer as principais dúvidas dos alunos sobre as atividades de estágio; planejamento de reuniões com os novos estagiários; proporcionar situações práticas nos laboratórios do IFAM, onde o aluno possa conhecer e vivenciar os desafios do mundo do trabalho. Neste sentido, recomenda-se que estudos sejam feitos para ouvir a opinião das empresas, as quais utilizam os serviços do Programa de Estágio do IFAM/Centro para admitir tais alunos.