A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the degree of DOCTOR PHILOSOPHIAE (D.PHIL) in the Department of Criminal Justice at the University of Zululand, 2010. / This study is intended to assess correctional supervision in the KwaZulu- Natal province, since the inception of correctional supervision in the early 1990s and also to investigate the political, economic and societal changes that resulted in the development of diverse perceptions (opinions). Relevant Acts (or legislation) and reports of government appointed commissions in the field of corrections were also examined for evidence of the prevailing trends. This study is therefore intended to serve two distinct purposes. Firstly, the study assist the community–based offenders to come to a better understanding of themselves as well as the societal norms and values which might improve such offenders’ attitudes and perceptions – provided these are utilised to their full potential. On the other hand, this study assists members of the society to fully understand and interpret the role that they are expected to play in the offender’s rehabilitation process – if rehabilitation of community–based offenders is to be realised successfully. For purposes of clarity, the statement of the problem and accompanying empirical research issues are clearly set out and discussed. The most important concepts and terms relating to correctional supervision as a social phenomenon were also highlighted and/or defined. (vii) Additionally, the present study also investigated various aspects pertaining to theoretical explanations underlying the concept of correctional supervision, the historical background and development of the idea of correctional supervision as a sentencing option, followed by a comparative view of probation and parole in South Africa and around the globe. Methodologically, specific aims (objectives) of the study were stated and hypotheses formulated in search of valid and reliable data. Correctional supervision was also compared with incarceration with a view to show the similarities and dissimilarities, advantages and disadvantages, of these orientations and, most importantly, the potential of correctional supervision to rehabilitate and reintegrate community-based offenders in a safe, secure and humane environment. In undertaking this study, appropriate research methods and techniques were selected and implemented for data analyses purposes. Two different questionnaires namely, for the correctional officers (Annexure A) and for public respondents (Annexure B), were designed and implemented as data capturing instruments. Analyses of perceptions pertaining to correctional supervision as a dependent variable were cross-correlated in respect of two independent (viii) samples: (a) correctional officers and (b) public respondents in two different regions of KwaZulu-Natal. Apart from gender, other independent variables like higher and lower management levels, representing a merger of the rank system of correctional officers, and two artificially created southern and northern regions, were also implemented in subsequent frequency distributions to portray respondents’ evaluations - either positive or negative opinions, towards various facets of correctional supervision. With minor exceptions, the findings of the study overwhelmingly emphasise favourable perceptions towards the present policies in regard to correctional supervision adopted by the Department of Correctional Services in the 2005-White Paper. The conclusions and recommendations are based on data contained in various statistical tables, either included in the text or attached as annexure at the end of this manuscript. / The Research Committee of the University of Zululand.

Submitted in fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY In the DEPARTMENT OF EDUCATIONAL PSYCHOLOGY OF THE FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND, 2007 / This study is about rural parents who are expected to participate in some of the activities and programmes of rural secondary schools. This is a questionable expectation because rural parents are mostly illiterate, i.e. they cannot read and write. This study revealed that the Department of Education is not doing enough to empower and enlighten rural parents in terms of skills investment This lack of support to rural communities is difficult to understand, as their plight and predicament is known to the Department of Education. Rural secondary learners have suffered a tremendous loss due to this lack of commitment. Rural secondary schools do not have sufficient teaching and learning aids that can enhance the teaching and learning process in rural secondary schools. It is recommended that the Department of Education's officials should visit rural secondary schools more often in order to address issues pertaining to these schools' infrastructures and parental involvement. Parental supervision should be established in each rural secondary school to optimise the learners' academic achievement. The school management teams (SMTs) should also welcome and assist with parental involvement. This study further revealed that subject advisors seldom visit rural secondary schools to review and monitor the learning and teaching process. It is recommended that subject advisors should visit each rural secondary school quarterly, i.e. once in every three months. Simultaneously, Superintendents of Education Management (SEMs) should workshop the school governing bodies (SGBs) of their duties at schools. Superintendents of Education Management are recommended to often visit rural secondary schools as "developers" and not as "judges". They should not only visit schools when there are problems, but also on ad hoc basis to ensure that the culture of teaching and learning is intact.

Understanding possible contributing factors of teacher attrition is important and necessary to retain effective teachers in schools. The purpose of this project study was to investigate how teacher job satisfaction, self-efficacy, and collective efficacy were related to their intent-to-leave. Locke's definition of job satisfaction and Bandura's theory of self-efficacy and collective efficacy provided the theoretical foundations for this study. Research questions addressed the extent of the relationship between 3 independent variables---teacher job satisfaction, self-efficacy, and collective efficacy--with a single dependent variable, teacher intent-to-leave. The Job Satisfaction Survey, Teachers' Sense of Efficacy Scale, Collective Efficacy Scale, and Intent-to-Leave Questionnaire were used to collect quantitative data in this correlational predictive study. Participants consisted of 45 elementary teachers in Grades K-5, including specialty teachers, who were financially compensated using the pay-for-performance model during this project study. Statistical Package for Social Sciences was used to generate inferential and descriptive statistics from the questionnaire data. The findings of this study indicated that there was a significant relationship between the 3 independent variables and the dependent variable with multiple regression analysis showing that all 3 independent variables--teacher job satisfaction, self-efficacy, and collective efficacy--are predictors of the dependent variable, teacher intent-to-leave. Implications for positive social change included providing essential evidence that can be used in designing programs for helping individuals to remain in teaching. This study also encourages policy and practice changes that support job satisfaction, self-efficacy, and collective efficacy.

Teachers face daily challenges in their work, which affect their ability to remain motivated and effective educators. The problem is that there is a lack of adequate research on how administrative leadership styles affect the motivation of United States teachers working within the U.S. and internationally. The purpose of this quantitative causal comparative study was to examine teachers' preferences regarding school administrators' leadership styles and gauge whether differences exist among U.S. teachers working in the United States and internationally. Herzberg's two-factor theory as well as full range leadership theory were used to quantitatively explore the relationship between leadership styles and motivational factors. The sample included American teachers from the United States (n = 128) and American teachers teaching internationally (n = 115). Multiple linear regressions and a MANOVA were used to analyze data, revealing a significant relationship between leadership styles and motivational factors among international teachers, and no significant differences in leadership styles and motivational factors between domestic and international teachers. The findings add support for administrators implementing a laissez-faire leadership style that allows teachers to have more choice in performing their duties. An examination of teachers working in different country contexts contributes more understanding regarding how leadership styles motivate teachers to achieve their goals. Using the study findings, educators may be able to provide learning that is responsive to societal and cultural differences, contributing to positive social change.

Schools that employ data-driven instructional techniques and policies also tend to employ data meetings, in which teachers and other stakeholders exchange ideas, form agendas, and otherwise, apply data-derived insights that result in pedagogical action. The problem investigated in this study was that the local district has not yet measured the effectiveness of these data meetings. The purpose of this correlational study was to measure the relationship between teachers' concerns about data meetings and students' performance in math as measured by the change scores on the Standardized Test for the Assessment of Reading (STAR) test in a North Alabama school. The theoretical framework was Astin's student engagement theory, which hypothesizes that students' academic improvements are caused by a link between higher levels of teacher concern related to key aspects of pedagogy and student engagement. A linear regression was conducted to measure the relationship between the concerns of 53 teachers regarding data meetings and the change scores of their students on the STAR math test from one year to the next. The results indicated a significant (p < .05) positive correlation between teachers' concerns about data meetings and STAR math test scores, with variation in readiness associated with 68% of variation in math scores. Therefore, more attention should be paid to increasing teachers' concerns toward data meetings. Doing so can produce positive change for students who, because of improved math outcomes, will do better in school and in the employment market.

Lack of academic proficiency in ninth grade is a serious concern because of its associations with subsequent grade retention and dropout risk. The purpose of this qualitative single case study was to explore teachers' perceptions of the prospective causes of poor academic performance of ninth-grade students, with particular attention to cognitive, behavioral, and emotional barriers to student engagement. Self-determination theory provided the interpretative framework for this study. Data were collected through semistructured interviews with 10 ninth-grade teachers, observation of teachers' classrooms, and review of archival documents. Results of 6-phase thematic analysis indicated 8 themes: (a) no or little student engagement, (b) lack of support, (c) lack of basic skills, (d) lack of interest in school, (e) different levels and styles of learning, (f) mind-set in relation to performance, (g) disciplinary issues, and (h) belongingness in the classroom. Results confirmed the importance of students receiving support from parents and teachers in developing psycho-social skills to cope with the rigors of high school life. Findings may be used to update teacher training courses to emphasize promoting students' autonomy, competence, and relatedness.

In a school district in Southern New Jersey, teachers have struggled to analyze student district data to make informed instructional decisions. There is a demand for teachers to use data to inform instruction, but teachers often lack sufficient knowledge in data disaggregation. The purpose of this study was to note the effects of professional development (PD) on data-driven decision making practices by collecting survey data before and after participation in a training module. Guided by the theories of knowledge management (KM) and data literacy, the research questions examined teachers' perceptions on PD's impact toward using data. A quasi-experimental quantitative study was employed. Surveys on data-driven decision making were administered to 50 teachers before and after a PD session on how to analyze and use student data and modify instructional practices. ANOVA was utilized to examine mean differences. The results indicated a significant increase in teachers' perceived abilities to analyze student data and use data to modify instruction after completing PD. The results of this study suggest that implementing PD programs could help teachers effectively use data to improve instructional practices. This study contributed to social change because participants were able to increase their capacity to analyze and use student data by participating in targeted professional development. This research has significant implications for educators who are concerned with using data to increase students' academic success

The problem investigated in this study was that students at a rural elementary school in the midwestern region of the United States were not meeting achievement targets in reading on state standardized tests despite implementation of the district's evidence-based reading curriculum. With a conceptual framework based on Webb's depth-of-knowledge model and Piaget's sociocultural learning theory, the purpose of this single case study was to explore teachers' perceptions regarding the use of evidence-based teaching practices and how those practices influence students' reading skills. Using purposeful sampling to select licensed, experienced participants, the insights of 7 elementary reading teachers were collected through semistructured interviews and classroom observations of their instructional practices. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through triangulation and member checking. The findings revealed that teachers appropriately implemented the district's curriculum and recognized the need for evidence-based reading practices. Teachers acknowledged that the district's curriculum did not work for all students and that specialized strategies and resources were needed to reach students who were struggling with reading. A professional development project was created to assist teachers with identifying, assessing, and implementing specialized evidence-based reading strategies and resources. This study has implications for positive social change by providing a structure for teachers to build a repertoire of evidence-based strategies and resources to offer all elementary students, including struggling readers, improved reading instruction, and higher reading achievement.

The decreasing number of sustaining Catholic schools has limited diversity in educational options for families, affecting local district finances, reducing potential for academic competition among schools, and increasing crime and violence in in the areas where these schools have closed. In 2013-2014, 9 out of 22 Catholic secondary schools closed or merged in the Northeast region of the United States. However, some schools in the Northeast region have been thriving and sustaining their students and programs. Utilizing Fullan's systems thinking on sustainability as conceptual framework, a descriptive case study of a successful Catholic secondary school in the Northeast region was completed to find best practices and strategies to duplicate in other Catholic schools. Nine semistructured personal interviews were conducted, and relevant school documents were reviewed. Data analyses included open and axial coding, resulting in themes that revealed elements assisting school sustainability, including effective financial planning for affordability, educational programs, collaboration, communication, diversity, administrative support, trust in leadership, Catholic identity, and safe environment. Successful leadership strategies were developed from these elements and incorporated into A Guide for Catholic School Leaders on Successful Sustainability. This guide will be presented as a professional development preparation program for secondary Catholic school leaders. This project study has the potential to produce positive social change by improving school leader preparation, increasing educational diversity, providing services to the local community, and directing outreach to the increasing immigrant population.

A public suburban high school in South Carolina used a mastery-based learning program called Power of M that was created with the specific goal of decreasing the number of students who repeated the 9th grade. A large volume of 9th grade students who were enrolled in the English 1 mastery-based learning course failed, which prompted this study. The purpose of this qualitative study was to investigate teachers' perceptions and experiences about mastery-based learning, about student performance within this program, and about teachers' professional needs to improve program delivery. Bloom's mastery-based learning theory formed the conceptual framework that guided the study. The research questions focused on English 1 teachers' perceptions and experiences about teaching practices in the mastery-based learning program, implementation of the program, and training needs. A case study design was used to capture the insights of 6 English 1 teachers through semistructured interviews and observations of mastery-based learning classroom. Teachers who were currently teaching in the English 1 mastery-based learning program or who had previously taught in the program in the past two years were invited to participate in this study. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and triangulation. The findings revealed that English 1 teachers recognize the benefits of mastery-based learning, that a system is needed to identify students' learning styles, and that teachers need training in planning and organization. This study has implications for positive social change by offering a structure to provide teachers with strategies and approaches for managing the mastery-based instructional program.