The industrial arts profession has long been aware of the imbalance between the demand for industrial arts teachers and the supply of qualified teachers, but the size of the shortfall has not been known. This study identified a need for at least 1,754 additional qualified teachers in 1977-78, a figure that is four times the number of vacant positions (439) identified by the U.S. Office of Education for that year. Data collected from state industrial arts supervisors and heads of industrial arts teacher education programs nationwide reveal new insights into the state of teacher supply and demand. In thirty states, an average of 10.7 percent of the teachers left the profession. Only 75.7 percent of the 1976-77 bachelor's degree recipients with certification in industrial arts education accepted teaching positions in 1977-78. During the two- year period from 1976-77 to 1977-78 the number of vacant teaching positions increased in twenty-one states. Three states that did not have vacancies in 1976-77 had vacancies in 1977-78. The number of persons who were employed to teach industrial arts, not being fully qualified to teach, decreased only slightly from 1976-77 to 1977-78. During 1977-78, 600 new teaching positions were created and filled with qualified teachers. Unfortunately, 200 positions were abolished in that year because qualified teachers could not be obtained. It does not appear likely that the supply of qualified teachers coming from teacher education programs will increase anytime soon. The supply may actually decrease during the next five years or more because undergraduate enrollments were at only half the capacity in 1978-79. / Ed. D.

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The purpose of this study was to determine whether College of Education graduates who sought and secured employment as teachers differed on the academic variables of grade point average, student teaching evaluation, and professional recommendations from those who were not successful at securing such employment. A comprehensive review of related literature was conducted, focusing on three aspects of the employment situation: (1) teacher supply and demand, (2) the selection process, and (3) the role played by academic criteria in the selection process. A study was conducted in which students who were successful in finding teaching positions were compared with those who were not successful, on the academic variables of grade point average, student teaching evaluation, and professional recommendations. Demographic data were also collected and analyzed. The subjects were sixty-three randomly selected students from the May 19 80 graduating class of the College of Education, North Texas State University, Denton, Texas. For purposes of statistical analysis, the students were divided into the following three groups: Group A (those who successfully sought employment as teachers), Group B (those who sought such employment but were not successful), and Group C (those who did not seek employment as teachers).

葉賜添. / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 60-64). / Ye Cidian. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 論文摘要 --- p.i / 誌謝 --- p.ii / 圖表目次 --- p.iii / Chapter 第一章 --- 引言 --- p.1 / 硏究動機 --- p.1 / 硏究目的 --- p.4 / 研究意義 --- p.4 / Chapter 第二章 --- 文献省覽及理論架構 / Chapter (一) --- 人力需求理論 --- p.5 / 人力需要假設 --- p.6 / 人力替代假設 --- p.10 / 雨種假設的論爭 --- p.12 / Chapter (二) --- 教育生產函數理論 --- p.15 / 教育產出變項 --- p.17 / 教育輸入變項 --- p.18 / 教師學歷與產出 --- p.19 / Chapter 第三章 --- 硏究方法 --- p.21 / Chapter (一) --- 硏究概念架構 --- p.22 / 硏究單位 --- p.30 / 硏究假設 --- p.31 / Chapter (二) --- 硏究設計 --- p.32 / 様本選取 --- p.32 / 硏究工具 --- p.33 / Chapter (三) --- 數據收集和分析 --- p.34 / Chapter (四) --- 硏究限制 --- p.35 / Chapter 第四章 --- 結果分析 / Chapter (一) --- 香港中學電腦教師人力狀況 --- p.37 / Chapter (二) --- 不同資歴教師之教學效果 --- p.41 / Chapter 第五章 --- 討論、建議及總結 --- p.52 / 註釋 --- p.59 / 參考文献 --- p.60 / 附錄：香港電腦教師人力資源調查問卷 --- p.65

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The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Abstracts in English, Zulu and Afrikaans / A qualitative study was conducted on the causes of teacher attrition from urban schools in the Gauteng and Western Cape provinces of South Africa. Besides identifying the causes of attrition, the study intended to determine what needs to be changed to entice teachers who have left the profession to return. The rationale of the study was founded on the teacher shortage in South Africa and the alarming rate of teacher attrition from the profession, coupled with the growing number of learners needing education. Albert Bandura’s Self-Efficacy Theory, with a consideration of Maslow’s Hierarchy of Needs, formed the conceptual framework of the research. Fourteen participants, comprising seven teachers who have left the profession from each province, were interviewed using semi-structured interviews to inform the findings. From the data analysis, five factors were identified as the main causes of attrition. Recommendations on what should be done to encourage a return to the profession were based on the identified causes of teacher attrition and input from the participants. / Kwenziwe ucwaningo lwe-qualitative ngezimbangela zokuncipha kothisha ezikoleni zaseGauteng kanye naseNtshonalanga Kapa eNingizimu Afrika. Nangaphandle kokubheka izimbangela zokuncipha kothisha, ucwaningo belunenhloso yokubheka izinguquko ezidingekayo ukuhuha othisha abashiye iprofeshini ukubuyela ezikoleni. Isizathu socwaningo bekuwukusweleka kothisha eNingizimu Afrika kanye nezinga eliphezulu lokuncipha kwabo ezikoleni okuhambisana nenani elikhulayo labafundi abadinga imfundo. Ithiyori ka-Albert Bandura ye-self-efficacy kanye ne-Maslow's hierarcy of needs zibe wuhlaka lomqondo wocwaningo. Kwenziwa ama-interview nababambiqhaza abayishumi nane, abebequka othisha abayisikhombisa asebeshiye iprofeshini kwiprovinsi ngayinye ebalulwe ngenhla, ngokusebenzisa ama-semistructured interview ukuthola imiphumela. Ngokulandela ulwazi oluhlaziyiwe, kuphawulwe izinto ezinhlanu njengezimbangela ezinkulu zokuncipha kothisha. Kwenziwe izincomo ngokuthi yini okumele kwenziwe ukukhuthaza othisha ukubuyela kwiprofeshini ngokulandela izimbangela zokuncipha kothisha kanye nemibono evela kulabo ababambe iqhaza. / Daar is ’n kwalitatiewe studie uitgevoer oor die oorsake van natuurlike poste-afname van onderwysers in stedelike skole in die provinsies van Gauteng en die Wes-Kaap in Suid-Afrika. Buiten om die oorsake van natuurlike poste-afname te identifiseer, was die doel van die studie om te bepaal watter veranderinge nodig is om onderwysers wat die beroep verlaat het, oor te haal om terug te keer. Die beweegrede vir die studie was die tekort aan onderwysers in Suid-Afrika en die skrikwekkende tempo van die natuurlike poste-afname van onderwysers, tesame met die toenemende aantal leerders wat onderrig benodig. Albert Bandura se selfdoeltreffendheidsteorie en Maslow se hiërargie van behoeftes het die konseptuele raamwerk van die navorsing gevorm. Daar is onderhoude gevoer met ’n totaal van 14 deelnemers, bestaande uit sewe onderwysers wat die beroep verlaat het in elkeen van die bogenoemde provinsies. Halfgestruktureerde onderhoude is gebruik om die bevindings mee te deel. Uit die dataontleding is daar vyf faktore geïdentifiseer as die hoofoorsake van natuurlike poste-afname. Aanbevelings oor wat gedoen kan word om ’n terugkeer na die beroep aan te moedig is gebaseer op die geïdentifiseerde oorsake van natuurlike poste-afname en insette van die deelnemers. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Management and Leadership / D. Ed. (Education Management)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Leadership and Management / D. Ed. (Education Management)