Research in the area of English as a Foreign Language (EFL) teacher satisfaction and teacher motivation has recently gained momentum, and several studies completed in different parts of the world have contributed to this growing field (Al Hashmi, 2004; Al-Maawali, 2003; Dörnyei, 2001; Gheralis-Rouss, 2003; John, 2011; Kızıltepe, 2008; Manuel and Hughes, 2006; Menyhárt, 2008; Shoaib, 2004). However, studies from Oman, particularly with expatriate teachers, are still limited. The purpose of the current naturalistic qualitative research is to explore the factors that motivate and discourage expatriate EFL teachers in a public university in Oman. The conceptual framework of this study is based on the Needs Hierarchy theory (Maslow, 1954) and the Motivation-Hygiene theory (Herzberg, 1976). An exploratory methodology was used, and the sample selected for this study comprised exclusively expatriate teachers whose average number of years of experience in Oman is 18.75 years. In-depth semi-structured interviews with sixteen expatriate teachers revealed several intrinsic and extrinsic factors that motivated teachers to work and live in Oman, such as, interaction with students, job security, and living in Oman. Teachers also expressed several discouraging factors that affected their personal and professional life in Oman. Examples include difficulties in getting promoted, faculty evaluation surveys, and bureaucratic administrative policies. This study is significant in giving voice to experienced expatriate teachers who share their vast experience and suggestions and offer recommendations to administrators and managers on adopting policies that are holistic and present optimal working conditions to teachers.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-10-20T13:25:29Z No. of bitstreams: 2 Tese Vanderleida Rosa de Freitas e Queiroz - 2014.pdf: 3102174 bytes, checksum: d40958b18470cb1b7321db4025777f89 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-20T19:41:56Z (GMT) No. of bitstreams: 2 Tese Vanderleida Rosa de Freitas e Queiroz - 2014.pdf: 3102174 bytes, checksum: d40958b18470cb1b7321db4025777f89 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-20T19:41:56Z (GMT). No. of bitstreams: 2 Tese Vanderleida Rosa de Freitas e Queiroz - 2014.pdf: 3102174 bytes, checksum: d40958b18470cb1b7321db4025777f89 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-03-26 / Thesis linked to the research line "Training, Professionalization and Teacher Educational Practices" of the program of Post graduate in Education at the Federal University of Goiás, integrated of the work developed by the work of the Network of Researchers on teachers in the Midwest Region (REDECENTRO).This bibliographical research, characterized as knowledge state, whose research object are the discursive meanings of malaise and teacher welfare of research on the university teacher of post graduate in education programs in Brazil, produced between 2000-2011. The Corpus of research consists of nine papers (four theses and four dissertations). The research problem that has been proposed: how discursive meanings constructed and circulated on the malaise and teacher welfare in reference to the university teacher articulate the social and political changes that have reached higher education from the 1990s and senses that produce teaching in order to praxis as reference? Based on dialectician historical materialism method, sought to understand discursive meanings constructed and circulated on the malaise and teacher welfare in reference to the university teacher by the categories of totality, historicity, contradiction and praxis. To achieve this goal, university practice contextualization was made which has token the policies induced by the university dated from the 1990s, based on the theoretical framework of the critical area of education; review the concepts of malaise and teaching welfare that underlie the research; description of the scholarship on teaching malaise and welfare brazilian post graduate programs in education (2000-2011), said the university teacher, as regards its theoretical and methodological aspects; to conceptions of malaise and teacher welfare of researchers and subjects studied, the propositions confronting malaise and building/strengthening welfare; analysis of articulations of discursive meanings of malaise and teacher welfare with the changes from the 1990s and directions of teaching built. On analysis of the information, was based on assumptions of discourse analysis, as the concepts of meaning, discourse, dialogism and polyphony, denying the understanding of meaning as given and as neutral. Of this analysis, it was possible to establish that, of the nine studies investigated, only one articulates clear teaching malaise and welfare teacher with all as a result of the adoption and explanation of the research method that is guided by the conception science as critique knowledge. It was also possible to establish that the meanings of teaching produced refer to two types: a "resilient" and "contestatory", with an contestatory, teaching with a sense of praxis. This manifests itself dialectically, alternating states of malaise and teacher welfare, viewing social change. / Tese vinculada à linha de pesquisa “Formação, Profissionalização Docente e Práticas Educativas” do Programa de Pós-graduação em Educação da Faculdade de Educação da Universidade da Federal de Goiás, integrante dos trabalhos desenvolvidos pela Rede de Pesquisadores(as) do Centro–Oeste (REDECENTRO). Trata-se de pesquisa bibliográfica, caracterizada como estado do conhecimento, cujo objeto de investigação são os sentidos discursivos sobre “mal-estar e bem-estar docente”, em referência ao professor universitário, produzidos nas pesquisas dos programas de pós-graduação em educação do Brasil (2000 – 2011). O Corpus da pesquisa constitui-se de nove trabalhos (quatro teses e cinco dissertações). O problema de investigação assim foi proposto: como os sentidos discursivos construídos e postos em circulação sobre o mal-estar e o bem-estar docente em referência ao professor universitário se articulam às mudanças sociais e políticas que atingiram a educação superior a partir dos anos 1990 e que sentidos de docência produzem, tendo a práxis como referência? Com base no método materialismo histórico dialético, buscou-se compreender os sentidos discursivos sobre o mal-estar e o bem-estar docente em referência ao professor universitário pelas categorias de totalidade, historicidade, contradição e práxis. Para a consecução desse objetivo, efetuou-se contextualização da prática universitária na configuração que tomou a universidade induzida pelas políticas educacionais dos anos 1990, com base em referencial teórico crítico da área de educação; revisão dos conceitos de mal-estar e bem-estar docente que fundamentam as pesquisas; descrição da produção acadêmica sobre mal-estar e bem-estar docente dos programas brasileiros de pós-graduação em educação (2000 – 2011), referida ao professor universitário, no tocante aos seus aspectos teórico-metodológicos; às concepções de mal-estar e bem-estar docente dos pesquisadores e dos sujeitos pesquisados; às proposições de enfrentamento ao mal-estar e de construção/reforço do bem-estar; análise das articulações dos sentidos discursivos sobre mal-estar e bem-estar docente com as mudanças sociais e políticas iniciadas nos anos 1990 e os sentidos de docência construídos. Na análise das informações, fundamentou-se em pressupostos da Análise do Discurso, como os conceitos de sentido, discurso, dialogia e polifonia, negando o entendimento de sentido como dado e como neutro. Dessa análise, foi possível estabelecer que, dos nove trabalhos investigados, apenas um articula com clareza mal-estar docente e bem-estar docente com a totalidade, como consequência da adoção e explicitação do método de investigação que se orienta pela concepção de ciência como crítica do conhecimento. Foi possível, ainda, estabelecer que os sentidos de docência produzidos remetem a dois tipos: a “resiliente” e a “contestatória”. Atribuiu-se à docência contestatória o sentido de práxis, por esta concretizar-se dialeticamente, alternando estados de mal-estar e bem-estar docente, e por perspectivar a transformação social.

The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education. / Educational Leadership and Management / D. Ed. (Educational Management)