The purposes of this study were to determine the perceptions selected school personnel had of public school teachers' fulfillment of the code of ethics for Texas educators, if these perceptions differed significantly, and if the code had any significant impact on teachers' behavior. The subjects consisted of board members, superintendents, principals and teachers within seven urban, fourteen suburban, and fifty rural Texas school districts. Subjects’ responses to an instrument derived from the Code of Ethics for Texas Educators provided the data for testing. The findings of this study included the following: 1. Board members perceived teachers as fulfilling the code to be slightly higher than did teachers and principals and significantly higher than did superintendents. 2. Superintendents perceived teachers as fulfilling the code to a lower degree than did the other subjects surveyed. 3. Subjects selected within urban and suburban school districts are in perceptual agreement concerning teachers' fulfillment of the code. 4. Rural board members perceived teachers as fulfilling the code to a slightly higher degree than did rural superintendents. 5. Urban teachers perceived teachers as fulfilling the code to a significantly higher degree than did suburban teachers. 6. The code of ethics was perceived as having low to moderate impact on the behavior of Texas teachers.

M.Ed. / The birth of a democratic South Africa demanded that all people of this country be integrated into one society (Hariparsad, 2005:1). This implies that people from various cultural backgrounds brought with them their individual, cultural and normative values into the integrative process. For example, there were more than one education system in this country and all were integrated into one system (Bray, 2000:31). According to Bennet (1997:71), the term 'work ethic' describes the preposition that work is a moral obligation and that work occupies a central position in a person's life. Van der Westhuizen (2003:71) argues that a school reflects traits of both societal relationships and organizations. The school is a formal organization consisting of structure and activity that has to be managed to fulfill the intended function. A fundamental management function is leadership (Smith & Cronje, 2001:278), which Gunter (2001:19) defines as the process of directing the behaviour of others towards the accomplishment of objectives and goals of the organization. In a school environment, the task of leadership is accorded to the principal, who needs to be responsible in his/her job for maintaining an effective school environment. Organizations do not achieve their objectives on their own. Someone has to deploy the basic resources that the organization has at its disposal to help it achieve its goals. This important element is management. Managers must activate and guide the organization (Hariparsad, 2005:4), and the responsibility for professional management of a public school is also vested in the principal (South African Schools Act, 1996:16[3]). The researcher believes that the work ethic of the educators will dictate the manner in which the school functions. Hariparsad (2005:5) states that if the work ethic of the educators is based on sound principles of efficient and effective work practices, emerging from a sound value system and a strong individual moral fibre, it can be expected that the school will function as a meaningful organization in society. It seems, however, that some schools face management problems which emanate from the work ethic of the educators. In addition, the management practices and procedures selected by the principal impact on the ethos of the school which in all likelihood will affect the work ethic of the educators (Hariparsad 2005: 6). Educators in South Africa have recently been accused by the public of going on strike far too easily; and hence have been labeled as having a poor work ethic (Makgoba, 2007:7). The work ethic among South African educators has, however, not been determined in any empirical way and this research will attempt to obtain a benchmark for educators in the Limpopo Province of South

D.Ed. / Increasingly high demands are being made on teachers. It is consequently not strange that they often find it difficult if not impossible to hold their own, professionally and personally. This leads to phenomena such as stress, burnout and resignations from the teaching profession. Although these problems are also encountered in other occupations as well, in teaching they have a unique and rippling dimension. Pupils, who are in a particularly impressionable stage in their lives, are defenceless against the "onslaughts" that may partially stem from a teacher's inability to cope successfully. Every teacher should therefore be able to uphold his inner self, with all the meanings he attaches to it - in the work context and in all life situations that have a bearing on him as a unique person. Against this background the aim of this investigation was to determine how the high demands of the teaching profession influence the professional and personal coping process of high school teachers. To achieve this aim the research was guided by seven detailed objectives. The first five were realized by building a theoretical framework for the professional and personal coping process of teachers with the help of an extended literature study. Factors and functions were identified that complicate the survival and functioning of high school teachers, and consequently set high coping demands. Arising from the nature of these coping demands, particular conditions or requirements were sought that promote or ensure the successful professional and personal coping process of teachers. In addition, certain kinds of strategies or techniques were identified from the literature that teachers can use to help them handle situations that could lead to tension, frustration or could upset them. In the above theoretical reflection of this investigation, two dimensions (facets) of high school teachers' ability to hold their own have crystallized. The first of these dimensions concerned teachers' professional and personal coping abilities in respect of demands placed on them by contextual factors and the inner dynamic quality of each teacher's own persona. The second dimension concerned teachers' use of particular coping strategies or techniques when they find themselves in situations that could be stressful, frustrating or upsetting to them. An empirical investigation was undertaken with reference to the above theoretical framework. White teachers at Afrikaans-medium and English-medium schools in Pretoria and Verwoerdburg were involved in the investigation. A structured questionnaire, in Afrikaans and English, was compiled on the basis of the above dimensions of teachers' ability to hold their own. In line with the sixth objective set for this study, this measuring instrument was used to determine to what extent high school teachers succeeded in holding their own professionally and personally. The strategy followed to analyze and interpret data consisted of four steps. In accordance with steps 1 to 3 the data were separately analyzed in respect of each dimension (facet) of teachers' ability to hold their own. In step 1 the validity and reliability of the measuring instrument was investigated in terms of each separate dimension (facet) of teachers' ability to hold their own. First and second-order factor analytical procedures and item analyses were applied in this connection, leading to the identification of three variables (scales or factors). In respect of dimension 1, one variable was of relevance, namely teachers' perceptions of their professional and personal coping ability concerning demands made on them as a result of con extual factors and the inner dynamic quality of each teacher's own persona. For dimension 2 two variables were used, namely teachers' use of predominantly problem-oriented coping strategies or techniques and their use of predominantly emotion-oriented coping strategies or techniques. The above variables were then used to conduct multivariate and single-variable analyses on the data according to steps 2 and 3 in respect of each dimension of teachers' ability to hold their own. These analyses were aimed at determining to what extent high school teachers were currently succeeding in holding their own professionally and personally. The Hotelling T2 test and the MANOVA were used to test multivariate hypotheses, while Student's t test, the ANOVA, the Scheffe test and the Chi-square test were used to test single-variable hypotheses. In step 4 of the analyses a canonical correlation analysis was conducted on the data to determine whether there was a statistically significant relation between the two respective dimensions (facets) of the teachers' ability to hold their own. The findings obtained from all these analyses will now be dealt with briefly. Concerning the first dimension of teachers' ability to hold their own, it appeared from the findings that most of the teachers in the test group had apositive perception of their professional and personal coping abilities. There were also teachers who had less positive perceptions in this regard, which indicates that they found it more difficult than others to hold their own successfully. It therefore seems that such teachers could often experience crises in their ability to cope. In addition, the use of the respective types of coping strategies (dimension 2) by the teachers in the test as a whole suggests that the above positive perceptions may not always be so realistic. Although the teachers believe they coped very successfully, it appeared from the results that their use of predominantly problem-oriented coping strategies or techniques was not particularly high, which can imply a less successful ability to hold their own. It follows from this that these types of strategies are aimed at averting emotional experiences such as tension, frustration and alarm. Although there were teachers who used these strategies to a greater extent than others, it emerged that the use by most of the teachers of predominantly emotion-oriented coping strategies was particularly high. There were also teachers who made use of the latter type of strategies to a greater extent than others, which indicates that they probably frequently experienced tension, frustration or alarm and consequently coped less successfully. This happens because predominantly emotion-oriented coping strategies are used when the above experiences have already been elicited in a person and he/she endeavours to control them. Regarding the relation between the teachers' perceptions of their professional and personal coping abilities and their use of particular types of coping strategies or techniques, the following was found: • Particularly positive perceptions of professional and personal coping abilities correlate statistically significantly with a high use of predominantly problem-oriented coping strategies or techniques. • Teachers who believe that their religious convictions and teacher training to a large extent contribute to their coping ability, nevertheless find it difficult to cope in respect of demands that stem largely from their relationship with the pupils. Such teachers consequently make use of mainly emotion-oriented strategies in their endeavours to hold their own. In addition these teachers believe that nowadays teacher training equips teachers with the skills to cope successfully in practice. Understanding for the professional and personal demands that teachers have to contend with, needs to be encouraged among parents and the public at large.

M.Ed. / Many township schools are not effective in providing quality education. Managing educator misconduct in township schools is a research project which investigates the nature of educator misconduct in township schools and its impact on school management. It also investigates how educator misconduct is managed in these schools and provides guidelines to alleviate the problem of educator misconduct in township schools. Therefore, the research question was: "What are the nature and consequences of educator misconduct in township schools and how should educator misconduct be managed?" The aims were to identify, describe and discuss the nature and consequences of educator misconduct~ to understand the role of stakeholders in the management of educator misconduct~ and to discuss guidelines for managing educator misconduct. A qualitative research strategy was used in this research project. A literature study was conducted before and during this research project in order to provide a theoretical background to this research project. Data were collected through individual in-depth and focus group interviews with the principals and educators of three township secondary schools. Interview data were audio-taped and transcribed verbatim and analysed using the constant comparative method. Four themes emerged from data analysis. The first theme is common types of educator misconduct. This includes absenteeism and tardiness, where educators absent themselves from school without giving valid reasons and also go late to classes~ insubordination or a lack of respect for the principal's authority and using corporal punishment regardless of the fact that it has been legally banned. The second theme is the awareness of regulations regulating educator misconduct. In this theme it was revealed that educators and principals are aware of the Education Department policies on educator misconduct and the SACE code of ethics for educators, but disregard them nonetheless. The third theme viz. the effect of educator misconduct on schools, revealed that learners are adversely affected by educator misconduct since educators do not spend most of the time teaching them in classes. This theme also revealed that other educators are negatively affected by the prevalence of educator misconduct in their schools and that the whole school image is also tainted. The fourth theme discussed how educator misconduct is managed in township schools. This includes the procedures used by principals in dealing with cases of educator misconduct; the role played by the Department of Education in helping the principals deal with educator misconduct; the role of the school governing bodies and the role of the parents. Based on the literature and interview data, the research concludes by making a number of recommendations as to how principals can reduce the problem of educator misconduct in schools.

M.Ed. (Educational Psychology) / Motivated teachers are essential for effe~~ive teaching to take place. As a result of trauma experienced by the black teacher, especially after 1976, when their authority was. undermined and the slogan "Liberation before education" was the theme of the day, teachers were unmotivated to teach. Furthermore the existing forms used to "inspect" the teachers were unacceptable for the ANC government and teachers. The researcher, out of his experience as subject advisor, identified and addressed the shortcomings in the existing evaluation practices by developing a motivation strategy where a motivation form is used. In this way a learning culture could again be established in the schools. As a grounding for above mentioned strategy a literature study was done on motivation, the motivation theories as well as ways in which adults are motivated. Goal setting, what it entials, existing theories as well as the errors made when setting goals, were also researched by means of literature studies. A motivation form is developed in this research, in which the purpose, development and structuring of the form is discussed. Finally research is undertaken to determine the didactic principles relevant to this study were researched to determine what the purpose and value of each principle were, and how these could simultaneously contribute towards the mastering of the work by the pupils.

Please read the abstract in the section, 00front, of this document / Thesis (PhD (Education Management))--University of Pretoria, 2008. / Education Management and Policy Studies / PhD / unrestricted

This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college? / by Jeffrey Peter Nasse. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

王麗佳. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 297-310). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Wang Lijia.

Hong Kong educational system has faced drastic changes. In the past few years, there are various reform policies being implemented in view of the changes and needs in the new global economy. Grounded in the perspective of symbolic interactionism, the present life histories research studies the transformation of secondary school teachers' lives in the local context of education reforms, from 1997 to 2005. The results reveal how teachers narrate the teaching profession as pilgrimage, which explains the formation of the moral identity and the frame of reference of the practitioners. Teachers treasure humanistic values, believe in development of young people through "life-to-life" long-term interaction, and trust in emancipation through education that delivers knowledge, fosters civic development and personal growth. However, in the context of education reforms dominated by the neoliberal, managerial and performativity discourse, the pilgrimage and its heritage have been threatened. The meso context, including the leadership style of principals and the organizational relationship among teachers, has impact on teachers comparable to that of the macro context of education reforms. It is through the meso context that education reforms are mediated, or distorted, in school level. Ontological narratives of teachers have become fragmented, as their character is being corroded in a context of education reforms and school culture that revitalize and redefine professional identity under the hegemonic discourse. Teachers engage in a reflexive project, which is a dynamic interaction of the self and the social context, with a role to be played by self-conscious emotions. Discussions would be made on the need for rebuilding the narrative identity of the teaching profession, together with the implications on implementation of education reforms in the local context. / Ho Yuk Fan. / "May 2005." / Adviser: Tsang Wing Kwong. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2526. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 381-394). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chinese. / School code: 1307.

M.Ed. / Please refer to full text to view abstract