<p>The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.</p>

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Technikon Natal, 2002. / This study explores the role of senior management in improving educators' morale in public, secondary schools in the Durban Central Area. The reasons for a decline in educators' morale and effectiveness are senior management's lack of incentives and rewards, violence in schools, poorly disciplined learners, conflict, nepotism and public condemnation of educators. Other factors include: 'right-sizing', rationalisation and redeployment, lack of transparency during the promotion process and the negative attitude to the appraisal policy. Motivating educators will lead to improved school performance and promote enthusiasm and confidence amongst educators. The researcher will provide support on the topic from observations and a study ofliterature. The qualitative method of research was undertaken. The representative sample included principals, deputy principals, heads of department and educators from public secondary schools in the Durban Central Area. Evidence from questionnaires suggested that educators in the Durban Central Area are demoralised and therefore there is an urgent need to address their morale. The researcher examined the causes and symptoms of educators' demoralisation and senior management's role in improving their morale. This investigation focuses on problems which lead to the demoralisation of educators; the causes and symptoms of demoralisation and how educators can contribute to a healthy and professional culture in schools. It is suggested that senior management should motivate individual educators. Some measures proposed to improve and / M

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Technikon Natal, 2002. / The writer's observation of staff at selected secondary schools in the Phoenix Central Region has indicated that serious problems exist at these schools. The problems identified relate to teachers' lack of commitment, motivation, trust and the presence of interpersonal conflict among them. These observations have been found to be similar to the findings of other researchers and numerous articles that have appeared in the media also confirm the existence of similar problems in other schools in South Africa. The problems mentioned above have had a negative impact on the effectiveness of these schools in achieving their goals. The writer believes that these problems can be connected to a lack of effective leadership on the part of principals in these schools. In this study the writer reviewed the relevant literature in order to identify strategies that principals could use to overcome the problems outlined above. To isolate and address the root causes of the problems, the writer found it necessary to clarify and distinguish between the key concepts of 'leadership' and 'management'. Thereafter, the writer discussed some important skills and qualities he believes are necessary for effective leadership. / M

The purpose of this study was to analyze select factors that impact teacher morale within the learning setting of two independent public charter schools by focusing on teacher autonomy, teacher evaluation, teacher resource support, teacher collegiality, and teachers’ perception of administrative leadership styles. The findings of this study will inform both local and national leaders in regards to variables that affect teacher morale; and thus, teacher shortage. Furthermore, this will provide guidance for current trending methods of teacher retention, which will improve the performance of advantage and disadvantage schools alike. Quantitative data points were the primarily source used to synthesize and compile data to identify emergent themes. The findings of this study concluded that there were moderate positive significant relationships between teacher morale and teacher evaluation; teacher morale and teacher autonomy; teacher morale and teachers’ perception of administrative leadership style within an independent public charter school setting.

With increasing state and federal mandates to improve student performance, teachers everywhere are struggling with maintaining positive morale—particularly in residential schools for the deaf. Teacher morale serves as a critical component in promoting positive teaching and learning environments for students. Also, the dwindling number of Deaf/Hard-of-Hearing teachers and staff in Deaf Education severely limits the provision of positive language models for Deaf/Hard-of-Hearing children. The study sought to answer two research questions: (1) What is the overall teacher morale at five residential schools for the deaf in the southeastern United States? (Quantitative) (2) How does the morale of Deaf/Hard-of-Hearing teachers compare with the morale of their hearing counterparts? (Quantitative and Qualitative) Using Teacher Morale and Deaf Culture as the theoretical framework, this study utilized a sequential, mixed method, case study approach to examine teacher morale in five residential schools for the deaf in the southeastern United States. The Purdue Teacher Opinionaire (PTO), a 100 item four-point Likert survey, was administered to a sample of 118 teachers in five residential schools for the deaf. The results of the survey were analyzed using descriptive statistics and the Mann Whitney U test. Quantitative analysis, following the factors in the PTO, revealed high scores in Satisfaction with Teaching and Rapport among Teachers and low scores in Curriculum Issues, Teacher Load, and Teacher Salary. Interviews and observations were performed at two of the schools. Data from the interviews and observations were analyzed according to Merriam’s (1998) constant comparative method. Qualitative data served to verify and expand upon quantitative findings. Collegiality among teachers is a forte among teachers in the five residential schools for the deaf and is a big contributor to the high level of morale. However, higher standards and additional expectations at the state and federal levels put a damper on teacher morale.

Abstract not available. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

<p>The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.</p>

Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.

This qualitative case study addressed the impact of administration and school leadership on teachers who encounter burnout. The purpose of this project study was to examine this phenomenon through the experiences of Grades 9-12 classroom teachers, which ultimately could reduce the amount of early retirees, reduce the amount of illnesses among teachers, and increase the enthusiasm and vitality of educators. The conceptual framework was based on Bandura's social learning theory. Interview data were collected from four high school educators using purposive sampling, through semi structured face-to-face inter-views, and were coded using a line-by-line content analysis for emergent themes. Findings included positive and negative experiences of teacher burnout, the encounter of change and flexibility, and the importance of professional collaboration. Through the findings of this study, teachers are encouraged to engage in direct coping strategies such as improving class management skills to help with a positive workday. Indirect coping strategies include participation in sports activities outside school hours. Strategies are offered for administrators to support teachers on fostering empathy, relationship building, and communication. The outcomes are beneficial to local school and district administrators to support a positive working environment for teachers in which all students can learn. Positive social change at the local level includes senior district administrators making decisions on the allocation of human and capital resources to help burned out teachers.

This study examines the relationship between principal leadership practices and teacher morale. A sample of ten public secondary schools, with a total of 664 teachers and ten principals, participated in this study. The Leadership Practices Inventory (LPI)(Kouzes and Posner, 2002) was used to gather information regarding the principals' leadership behaviors. Teacher morale was measured by using the Purdue Teacher Opinionaire (PTO)(Bentley & Rempel, 1968). The PTO provides a total score as a single measure of the general level of teacher morale while also providing ten subscale scores on different dimensions of teacher morale. Demographic data was gathered through the Tennessee State Department of Education website and through personal interviews with school officials. Research questions explored teachers' overall level of morale, self-perceived and observer-perceived leadership practices of the principal, differences in teacher morale between less experienced and more experienced teachers, the specific leadership behaviors affecting teacher morale, and organizational and structural dimensions of each school that may impact teacher morale. Results showed that teachers who participated in this study exhibited a moderately high degree of teacher morale. The principals who took part in this study exhibited a higher rating in self-perceived leadership practices than the level found in existing research. Principals in this study also indicated that they engaged in the identified leadership practices more frequently than their teachers' perceptions of their behavior. There were significant differences between teachers with five or fewer years of teaching experience and those with more than five years experience. In measuring the relationship between leadership practices and teacher morale, a positive correlation was revealed pertaining to each of the five factors. In the analysis of school demographic characteristics and teacher morale, it was revealed that there was a relatively strong, positive relationship between teacher morale and Act scores as well as student matriculation to college. Recommendations for future research are presented.