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Causes of teacher attrition from the perspective of selected teachers who left the professionPalm, Alice 04 1900 (has links)
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)
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Factors influencing the motivation of Zimbabwean secondary school teachers: an education management perspectiveGarudzo-Kusereka, Louis 31 December 2003 (has links)
The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)
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Selected school-related reasons why teachers abandon the teaching profession: an educational management perspectiveNesane, Mmbengwa Alfred Nesane 06 1900 (has links)
The following research question motivated the study: "How can education management effectively address factors influencing teachers to migrate from the teaching profession?" To answer this research question, one school was selected in Limpopo Province, which is not affected by the migration of teachers from the teaching profession; this was demonstrated by the school retaining expert and veteran teachers and its excellent grade 12 results. Factors influencing the migration of teachers from the teaching profession were researched by means of qualitative approach. Focus group interviews, phenomenological interviews and unstructured (in-depth) interviews were conducted, transcribed and analysed.
The research findings indicated that education management team needs to urge the government to pay teachers attractive salaries, introduce performance bonus scheme, deal with overcrowding and lack of resources, curb violence in schools, deal effectively with corruption, improve poor learners' discipline and do away with corporal punishment. / Teacher Education / M. Ed. (Education Management)
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Burnout, work engagement and sense of coherence in female academics at two tertiary education institutions in South AfricaBezuidenhout, Adéle 11 1900 (has links)
Female academics in higher education institutions face numerous challenges
in the continuously ch~nging landscape of South African Higher Education.
Numerous mergers between different institutions, increasing job demands,
ever increasing class sizes and the unique demands of role conflict, inherent
to the female role, contribute to the manifestation of stress and burnout (80)
in this population group.
The research is conducted from a salutogenic paradigm, seeking to find ways
of avoiding the negative consequences of 80 and contributing towards the
positive experience of Work Engagement (WE) for the female academic. The
research also explores the effect of the individual academics' Sense of
Cohrence (SOC) on the experience of BO and WE.
The research is quantitative in nature. A psychometric instrument was sent to
all the permanently employed female academics employed by Unisa and TUT,
measuring their levels of 80, WE and SOC. The completed questionnaires
were statisticaily analysed.
The findings included average levels of 80, with definite signs that the
experience of 80 is on the increase. The Cy sub-dimension of BO showed
increased levels. The WE scores of the female academics were just above
average. The SOC scores of the female academics were low.
The main recommendations were that University management need to take
cognisance of the symptoms of BO that are present in this population.
Strategies need to be put in place to address these issues and the experience
of WE need to be treasured and grown through definite actions from
Management. Female academics also need to take personal responsibility for
their own wellness and act on the initial signs of 80, rather than dismissing it
as mere tiredness or lack of energy. There are also a number of
recommendations on actions to be taken to experience WE in the academic
work that the population undertake on a daily basis / Industrial & Organizational Psychology / D.Litt. et Phil. (Industrial & Organizational psychology)
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Job satifaction in selected New Zealand special needs schools : an educational management perspectiveBotes, Fredrieka Elizabeth 01 1900 (has links)
The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews.
The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)
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Die emosionele welstand van hoerskool opvoeders in die Helderberg-AreaStrauss, Elmien 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / During the previous political dispensation, the educators in the Western Cape were
captured in a process of ideological influencing. This crisis became evident in the 1976
and 1985 uproars. Although the educators attempted to act in the best interest of the
learners, they were in many cases blamed by the ruling government as being liberalists.
The subsequent experience of fear and anxiety endangered the emotional well-being of
many educators. The election of the first democratic government in 1994 held promises
of a better work environment for educators. Far-reaching transformations in education
policies and the implementation of new curricula presented educators with new
challenges. Disciplinary problems, multicultural classrooms, teaching in a language
other than the home language, and the inclusive handling of various external as well as
internal barriers to learning, became stressors that educators in the Western Cape were
subjected to.
The aim of this study was to investigate the influence of stressors on the emotional wellbeing
of educators in high schools in the Western Cape. I aimed to determine how
educators in high schools perceived their own emotional well-being. Furthermore, I
explored possible reasons for this and how their emotional well-being had influenced
other dimensions of their wellness. I finally focused on educators’ recommendations to
improve their emotional well-being. A qualitative research design, which was guided by
an interpretive paradigm, was employed. During data analysis I operated in a critical
paradigm. The data was collected by means of a literature review, interviews, reflective
diaries, observations, documentation and artefacts.
The research findings indicated that educators generally are experiencing low levels of
emotional well-being. In extreme cases it is associated with emotional illnesses such as
depression and burnout. It seems as if the low levels of emotional well-being
experienced by educators have a negative influence on their social and physical wellbeing.
Possible reasons that can explain the low levels indicate the impact of various
role players, namely the type of school, an additional work load, the head master, the school management team, colleagues, learners, parents, the Western Cape Education
Department, and educators’ families and friends. In spite of the experienced low levels
educators were still at times committed to their occupation. Recommendations on
improving emotional well-being were associated with factors in the workplace itself.
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The effectiveness of an induction programme for newly appointed staff at Coastal KZN FET CollegeMabaso, Calvin Mzwenhlanhla 16 October 2012 (has links)
Submitted in fulfillment of the requirements for the Degree of Magister Technologiae: Human Resources Management, Durban University of Technology, 2012. / The research project focussed on the effectiveness of an induction programme for newly appointed staff at Coastal KZN FET College in Kwa-Zulu Natal. The main aim of the study was to investigate the perceptions of educators with regard to the effectiveness of the induction programme for newly appointed lecturers. The key findings of the research were that newly appointed lecturers experienced various problems. The study also explored experiences faced by newly appointed lecturers at Coastal KZN FET College. The challenges arise from the lack of an effective induction programme. These problems resulted in poor productivity among newly appointed lecturers.
The empirical component underpinned the review and analysis of the effectiveness of an induction programme for newly-appointed lecturers as they adjust to their entry into the teaching profession. The study also investigated the high turnover (lecturer attrition) among newly appointed lecturers as well as the possible solutions which can be implemented. The survey method was used to administer the questionnaire to all 45 target respondents using the personal method. The study adopted the quantitative research method with precoded close ended questions. The personal method was used to administer the questionnaire to all 45 target respondent and in this way a high response rate of 100% was obtained. An important finding in this regard was that the induction programme was not evaluated and improved frequently. The induction programme should ensure that new lecturers are treated with dignity and are allowed the opportunity to display their strengths and the knowledge they bring to their new College by implementing an effective induction programme. Arising out of the empirical analysis the researcher has recommended and developed a set of guidelines which could be used in developing an effective induction programme for the Coastal FET College in Kwa-Zulu Natal. The study concludes with directions for future research to expand on the body of knowledge in this field. / M
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苗栗縣國民小學校長分布式領導、教師組織公民行為與教師工作滿意度關係之研究 / The study of the relationship among the elementary school principal’s distributed Leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction in maioli county江志軒 Unknown Date (has links)
本研究旨在瞭解苗栗縣國民小學校長分布式領導、教師組織公民行為與教師工作滿意度之現況,並分析不同背景變項之教師在知覺校長分布式領導、教師組織公民行為與教師工作滿意度之差異情形,且探討三者之間的關係,最後藉由校長分布式領導與教師組織公民行為對教師工作滿意度進行預測。
本研究採調查研究法,共計抽樣61所學校,發出708份問卷,回收569份有效問卷,問卷有效率達80.37%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。
本研究獲致以下之結論:
一、苗栗縣國民小學教師知覺校長分布式領導為中高程度,以「建構清楚的願景與目的」之知覺程度為最高,「營造信任的學校文化」之知覺程度最低。
二、苗栗縣國民小學教師有高程度之組織公民行為表現,以「主動助人」之表現為最高,「自我要求」表現為最低。
三、苗栗縣國民小學教師在教師工作滿意的知覺為中高程度,以「工作本身」的知覺為最高,「行政管理」之知覺為最低。
四、苗栗縣國民小學教師,因其性別、職務及學校規模之不同,而有不同的校長分布式領導知覺感受,以男性、擔任主任或組長職務、與學校規模在12班(含)以下之教師知覺程度較高。
五、苗栗縣國民小學教師,因其年齡及擔任職務之不同,而表現出不同程度的教師組織公民行為,以51歲(含)以上及擔任主任職務之教師表現程度較高。
六、苗栗縣國民小學教師,因其性別及職務之不同,而有不同的教師滿意度知覺感受,以男性及擔任主任之教師知覺程度較高。
七、苗栗縣國民小學校長分布式領導、教師組織公民行為與教師工作滿意度的知覺及各分層面,彼此之間具有正相關的關係。
八、苗栗縣國民小學校長分布式領導、教師組織公民行為對教師工作滿意度具有預測作用,以「校長分布式領導」的預測力最佳。
最後依據研究結果與結論,提出具體建議,以供教育行政機關、學校校長與教師以及未來研究的參考。 / This study aims to investigate the current development of the elementary school principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction in Maioli County, and to analyze the differences in teachers of different background variables are conscious of the principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction, and to explore the relationship among the three variables. Finally, through principal’s distributed leadership and teachers’ organization citizenship behavior forecast the teachers’ job satisfaction.
Questionnaire survey method is adopted. The samples include 61 schools and 708 questionnaires were distributed. There were 569 valid questionnaires used finally in the statistic analysis and the usable rate is 80.37%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc.
The conclusions are as follows:
1.Elementary school teachers’ perception of principal’s distributed leadership is above average while “construct clear vision and purposes” was the highest, and “shared responsibility” was the lowest.
2.Elementary school teachers’ perception of teachers’ organization citizenship behavior is above average while “helping others voluntarily” was the highest, and “self-disciplined” was the lowest.
3.Elementary school teachers’ perception of teachers’ job satisfaction is above average while “work” was the highest, and “administrative management” was the lowest.
4.There are significant differences in the elementary school teachers’ perception of principal’s distributed leadership in terms of sex, duty, and the scale of school.
5.There are significant differences in the elementary school teachers’ perception of teachers’ organization citizenship behavior in terms of age and duty.
6.There are significant differences in the elementary school teachers’ perception of teachers’ job satisfaction in terms of sex and duty.
7.There is a positive correlation among the principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction.
8.Both of the principal’s distributed leadership and teachers’ organization citizenship behavior in Maioli County have a predictive effect on teachers’ job satisfaction.
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澳門小學教師對教師專業角色知覺的認知、教師生涯滿意度與教師職業倦怠的相關研究 / Correlational study among teachers' perception in professional role, career satisfaction and burnout of primary school teachers in Macao陳艷芬 January 2007 (has links)
University of Macau / Faculty of Education
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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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