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Frustrated careers? : the perceptions of female educators at a Durban primary school.Maharaj, K. January 2003 (has links)
The study examined perceptions of female educators at a primary school in
Durban, with regard to issues of gender equality.
The literature review revealed that women educators have faced great injustices
regarding past educational policies (before 1994) and the nature of gender biased
practices both in society and within the school systems.
The study highlights some of the main barriers, both intrinsic and extrinsic, faced
by women teachers which prevented their upward mobility in the profession, thus
determining their perceptions of their present career status. It also focuses on
strategies that women educators perceived in helping to advance in their career as
a teacher thereby achieving satisfaction.
The research consisted of a quantitative phase which included the use of self-completion
questionnaires to determine the perceptions of the female educators to
their present career status. The data collected was used to develop strategies
women teachers can use to advance their careers.
The findings revealed that there were two groups of teachers each with different
set of perceptions. The younger generation of teachers did not experience intrinsic
barriers and displayed more satisfied perceptions of their career. The older
generation of teachers seemed less satisfied with their present career status. Both,
however agreed that organizational constraints (extrinsic barriers) affected their
advancement in the profession. / Thesis (M.Ed.)-University of Natal, Durban, 2003.
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"What's a teacher anyway?" : a construction of teacher self and teacher work in a South African primary school.Ramawtar, Maythree. January 2010 (has links)
This research seeks to understand what it means to be a teacher and the experiences that
shape what teachers do in the context of a primary school. In asking the question, What’s a
teacher anyway? I produced data of teachers’ daily practices and social realities within their
lived experiences. Located within an interpretive paradigm, I documented various identities
and meanings of teachers which helped me to understand how teachers negotiate the multiple
forces within the setting of a primary school.
The research looked at teachers in their social context, since teachers do not work in isolation
but are subject to particular social influences. Using the participatory approach, I produced
data of the lives of two experienced teachers who work in a primary school in the eThekweni
region of KwaZulu-Natal. The participatory methodology was most appropriate to gather the
necessary data, as it allowed for the teachers’ voices to be heard. Against the social,
institutional, contextual and programmatic contexts, data were sourced by means of career
life-history interviews and photovoice. Through narrative analysis, the teachers’ stories were
reconstructed and represented as identity categories through which they were able to
construct their professional selves and their professional work.
The findings that were generated from the two experienced primary school teachers were
analysed and represented under the key themes of professional self and professional work.
The findings offer an understanding of how practising teachers manage their work and
themselves against all the changes and challenges of the South African educational landscape
specifically in the schooling situation. Through the reconstructed stories by the teachers, the
study makes visible how teacher identity shapes teachers and their work in the school. The
data reveals that teachers have multiple identities of who they are and how they respond from
their position as teachers, which clash with what is expected of them in the school. The
findings show that teachers are unhappy with the curriculum and political shifts, as these are
imposed on them in an arbitrary manner.
The study contributes to a nuanced understanding of the relationship between teacher identity
and teacher work. The study revolves around the teacher who tries to build an interesting
relationship between the identities of “mother”, “teacher” and “caregiver”. Being a teacher,
innovative ways are created to manage the administrative work and the curriculum work. The
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second teacher, an Indian male, as a person and an activist, growing up in a poor community,
negotiates between the forces to make sense of what it means to be a teacher in the present
shift, given the diversity of pupils and the various issues that accompany it. The teachers are
working in a social reality and have to manage a range of challenges, difficulties and
struggles. They find creative ways to negotiate the multiple roles and responsibilities and
make sense of what it means to be a teacher.
Due to excessive administrative and curricular demands being made on them, teachers are
found to be experiencing tension and undue stress in their work while negotiating the
multiple forces that surround them in the context of the school. To answer my research
question, What’s a teacher anyway, I considered how they moved beyond their conventional
roles and responsibilities as teachers, and how they endeavoured to make meaning and sense
of themselves as successful teachers within the four dimensions of Samuel’s (2008)
framework. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2010.
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Factors contributing to teacher stress in township secondary schoolsMotseke, Masilonyana Jacob 05 1900 (has links)
Dissertation / The aim of this study is to investigate teacher stress and to identify factors that contribute to the
stress experienced by township secondary school teachers.
Based on an extensive literature study, an inventory, the Teacher Stress Identification Test was
developed. The inventory was completed by 368 teachers who live in townships and work in
township secondary schools in the Free State. Information thus gained was analysed with the
use of a statistical computer programme. It appears from the research that the inventory has
both a high reliability coefficient and construct validity.
The empirical research revealed that township secondary school teachers experience moderate
to high levels of stress. It also gave a clear indication of the factors contributing to the stress
experienced by these teachers, allowing the researcher to make several recommendations.
Lastly, the manifestations of stress as well as the coping mechanisms of these teachers were
briefly investigated. / Psychology of Education / M. Ed. (Psychology of Education)
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Factors affecting African American faculty job satisfaction at a historically black university and a predominantly white institution.Wright, Quentin 05 1900 (has links)
This study sought to discover job satisfaction factors of African American faculty at a historically black university and a predominantly white institution. Data were gathered through the use of semi-structured interviews of 6 faculty members from a historically black university and 5 faculty from a predominantly white institution. Several themes emerged from the study. The most salient was that African American faculty at the historically black university were satisfied by their work with students, satisfied with the flexibility of their schedules, and dissatisfied with their pay, workload, and the lack of recognition that they receive from their institution. African American faculty at the predominantly white institution were satisfied by the impact the programs and courses they developed had upon students, satisfied with their job's freedom and flexibility, and dissatisfied with the ideas of being micromanaged or working with people who are not open and honest. The findings of this study showed that service is an important factor to job satisfaction of African American faculty and that there is a distinction between factors faculty are dissatisfied with but willing to endure and those that would cause them to leave an institution.
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A study of work values and job satisfaction of primary school teachersin Hong KongIp, Ming Ho., 葉明浩. January 2001 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Factors affecting 'NET' satisfaction and attrition: a case study of three native English teachers in HongKongButt, Aaron A. January 2007 (has links)
published_or_final_version / Education / Master / Master of Education
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Teacher stress and professional development in special schools under education reform 2000 in Hong KongFok, Chun-wing, Daniel., 霍俊榮. January 2008 (has links)
published_or_final_version / abstract / Education / Doctoral / Doctor of Education
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Sources of occupational stress for teachers, with specific reference to the inclusive education module in the Western Cape.Paulse, Janine January 2005 (has links)
<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>
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The role of the principal in the management of teacher stress in selected secondary schools in ChatsworthGovender, Magesvari January 2002 (has links)
Mini-dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education, Technikon Natal, 2002. / South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools. The findings of this study are also compared with the / M
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The Relationship of a Spiritual Calling to Motivation, Locus of Control, Burnout and Longevity in TeachingZimmer, Katrina R. Nottingham (Katrina Rene Nottingham) 12 1900 (has links)
In this study, six research questions were addressed: (1) Does a teacher who has a spiritual calling have a different motivation (self, interaction, task) to his/her work than a teacher who does not have a spiritual calling? (2) Does a teacher who feels a spiritual calling have a different locus of control (internal, external) than a teacher who does not have a spiritual calling? (3) Does a teacher who has a spiritual calling have a different degree of burnout (emotional exhaustion, depersonalization, personal accomplishment) than a teacher who does not have a spiritual calling? (4) Does a teacher who has a spiritual calling have a different sense of voluntary commitment in the longevity of his/her work experience than a teacher who does not have a spiritual calling? (5) Is there a different concentration of teachers who have a spiritual calling in public or parochial schools? (6) Does the public or religious school affiliation make a difference in research questions #1 through #4? A Teacher Motivation Inventory was compiled using The Orientation Inventory by Bass, Rotter's Internal/External Locus of Control, Maslach Burnout Inventory by Maslach, Jackson, and Schwab, a Researcher-made Spiritual Calling Inventory, and longevity questions. Tukey HSD post hoc comparisons test and Chi-square Test of Independence were used. This study was conducted in the spring of 1994 in public, Baptist, Catholic, Lutheran and Jewish elementary schools. Teachers who scored in the upper third on the Spiritual Calling Inventory were categorized as having a spiritual calling to teaching. Teachers who had a spiritual calling had a significantly more internal locus of control, were less likely to depersonalize students, had greater personal accomplishment and were more likely to choose teaching again than those not having a spiritual calling. A spiritual calling had a significant relationship to some very meaningful, attractive qualities in a teacher's personal attitude toward a teaching career.
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