M.Ed. / After the introduction of new educational laws and policies in the education system, Outcomes-Based Education was introduced with the aim of producing quality education in South Africa. All educators consequently needed training in the new system of education. The National Department of Education provided training for educators as regarding the methods of teaching and assessment of learner performance using Outcomes-Based Assessment (OBA). However, this training was not sufficient to equip educators with knowledge and skills to assess learner performance effectively. The school assessment teams and school management teams also lacked the knowledge and skills to develop and empower educators to implement OBA successfully. The key research question for this study therefore asks, “What are the reasons that cause ineffectiveness in the implementation of Outcomes-Based Assessment in schools?” The aim of the current study is likewise to investigate the effectiveness of training educators in learner assessment using OBA. The objectives are to provide a clear understanding of OBA, to identify the problems experienced by educators in performing assessment, to determine whether the latter understand the difference between OBA and the assessment of the past and to improve the assessment strategies and methods used by the educators in implementing OBA in Daveyton primary schools. The literature review has revealed that educators can be equipped with knowledge and skills for assessing learner performance effectively. This study employs the qualitative research methodology. All data is collected in the form of participants’ words. Participants were selected by means of purposive sampling. The findings from the responses of the participants indicate that educators lack knowledge of how to conducting OBA effectively. The findings also indicate that there is a need for continuous training and development to empower educators.

Although the necessary legislations such as the South African Schools Act and Employment Equity Act are in place, these are not implemented to effect systematic change in disadvantaged schools. The autocratic and laissez-faire styles of leadership seem to be more prevalent. Human resource management in disadvantaged schools is still based on a disempowering autocratic ethos inherited from the apartheid era. The principles of collegiality are mentioned in theory but not practised. Due to lack of power sharing, great pressure is placed on senior managers to be skilled and reskilled for collegiality. The purpose of the study was to investigate whether reskilling for collegiality in disadvantaged schools helps to enhance the work ethos of educators. This study also aimed at determining the involvement of educators in the formulation of vision, leading to a sense of ownership and enhancing prospects of successful innovation. Educational managers and educators who were purposely selected from disadvantaged primary and secondary schools in Poortjie in the Vaal Triangle were interviewed. Verbatim-transcribed data was further analysed using the constant comparative method. The research findings suggested that reskilling for collegiality in poorly managed schools is necessary. The Department of Education is not doing enough to educate both school management teams and educators on reskilling for collegiality. Research findings also indicated that most principals tend to use autocratic, as opposed to collegial styles of leadership. It also appears that the school system needs to transform its culture from one of control to one where autonomy, participative management and empowerment are valued. In view of the foregoing discussion it is recommended that a joint effort by the Department of Education, principals, teachers, and non-government organisations is needed to solve the problem. Moreover, structuring professional development programmes for educators by the latter and learning how techniques should be employed within the career development of educators through the appointment, induction, in-service training and the transitional stages are highly valued.

The problem of this study was the determination and analysis of perceptions of selected educators in the State of Texas with regard to current in-service education programs in the public secondary schools. Conclusions were, (1) differences appear to exist in the perceptions of personnel who represent large-, medium-, and small-school districts, (2) teachers' needs, such as motivation, seem to be good staff improvement topics, (3) there appears to be substantial differences in the perceptions of administrators and teachers in the organizing and conducting of programs, (4) current programs and ideal programs appear to have differences in such areas as selection of activities, and (5) programs are not as effectively planned and organized as they should be.

The problem of the orientation of new teachers in a school system is of vital importance to the teaching profession. Many of the difficulties which arise in trying to adjust to a new job situation may be alleviated if they are identified as problems and are worked on as such. Some of the things troubling new teachers are in the areas of professional security, acceptance by the entire faculty, and social adjustments in the community. / Typescript. / "July, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 31-32).

Harmony is found between a specific area of professional family life literature and the results of several surveys from within a particular metropolitan area. Revealed is a teacher inadequacy to the task of family life education in the primary and secondary schools. Deterrents are found to be a lack of both pertinent knowledge and skill. Having shown consensus that the stated problem exists the further purpose of the thesis is to propose an aid to its remedy. Three factors require attention. Teachers need additional information from both the social and physical sciences. They need an opportunity to become aware of inhibiting attitudes. Lastly, teachers need experience in creating a dialogue-centered classroom. An in-service teacher education program in family life education is proposed to modify deterrents to teacher adequacy. The proposed program stresses the application of sociological concepts to the mode of conducting the sessions as well as to its content. The resulting kind of education program provides an environment which both stimulates and nurtures readiness for learning. Communication is found to be basic to human interaction and therefore also to human development. It is through the communicative process that teachers-in-service are assisted in becoming aware of their relevant attitudes. At the same time, communicative skills are developed. Concurrently an analytic frame of reference is encouraged through the suggested materials and their use. Care is given in selecting a wide range of types of materials representing contrasting social psychological views. Recognizing the difficulty of maintaining objectivity while discussing potentially emotion laden topics a sociological tool is suggested. Purpose of the tool is to both assist in analysis of materials and to encourage objectivity. Following an accounting' of purposes and goals of the in-service program, techniques are given for its implementation. The program itself consists of ten sessions. Each session 'has a separate topic accompanied by suggested materials. Topics are chosen in order to first lead the teacher-in-service toward an analytical approach to family life materials. Further, teachers are encouraged to seek out frames of reference used in writings on human development. Through discussion teachers will become an active part of the material under study. Several of the sessions are concerned with pertinent aspects of the social institutions of family, religion, education and economics. In addition extensive consideration of physical aspects of human development and their social implications is given. Social change as it is related to the family and male and female roles is important. This emphasis is entirely in keeping with the social psychological frame of reference in which the entire study is placed. Through implementation of the described in service program the deterrents to teacher adequacy to the family life education task may be modified.

No description available.

No description available.

This exploratory study considered the possible impact that organizational climate, content area, adult development group, career stage, and conceptual level did have on the implementation of an innovation by junior high school teachers in an urban school system. Formal instrumentation consisted of the Organizational Climate Index (OCI) (Stern, Steinkoff & Richman, 1975) and the Paragraph Completion Method (PCM) for assessing conceptual levels (Hunt, Greenwood, Noy & Watson, 1973). Parameters developed by Sheehy (1976) and Levinson (1979) were used to determine adult development groups; career stages were determine by indicators set by Yarger and Mertens (1979). An approved questionnaire based on the system's model was used to determine the extent of implementation. Reliability coefficients of .79 and better were established for interrater agreement and implementation scores (student and teacher report). A stepwise regression analysis was conducted using the implementation scores and percentage scores for specific tasks as the dependent variables. The broad categories of climate and conceptual level did not impact significantly. However, subscales such as organizational effectiveness, coping with uncertainty, accepting orders, as well as adult development group and career stage were significant at the .01 level. / Ed. D.

In efforts to bridge the gap between the conceptualized theories about mentoring and the realities in progress, this study looks closely to the process of mentoring. Six veteran teachers and their beginning teacher partners were observed during their mentoring sessions, which were the basis of one public school district mentor program. Three issues were addressed: the context of mentoring, the circumstances and conditions in which the mentoring occurred; the content of the discussions between mentors and beginning teachers, the types and degree of thought and interaction during mentoring; the nature of any influence that the mentoring experience had upon the mentor, ‘The mentoring sets met at similar times and places, after school in a classroom; however, the contexts in which they met differed in that each set established a unique tone, The mentoring sets discussed the same topics, the classroom, the school, the BTAP, and personal matters; however, the content of their conversations differed in that the interaction between the teachers in each set was unique. The veteran teachers in each set reported being influenced by the mentoring relationship. The three issues were discussed separately but the connection between them is apparent and the effect that the context and the content of the mentoring relationships had on the influence that was felt by the mentor is summarized. Conclusions about the dynamic nature of mentoring relationships and suggestions for future mentoring programs are included. / Ed. D.

The purpose of this study was to develop an assessment instrument which could by utilized by school systems to determine the extent to which their staff development programs for teachers reflected characteristics of effective staff development programs. Those characteristics or attributes which were recognized consistently across the literature by leading educational practitioners, consultants, and staff developers, were identified and used as indicators of effective staff development programs. Identified characteristics were grouped in four domains: Validation of Staff Development; Resources for Staff Development; Accommodation of Adult Learning Needs; and, Climate to Support Staff Development. Based on identified attributes, a questionnaire was developed which provided a measure of the effectiveness of a school system's staff development program. The questionnaire was field tested, modified, then sent to a stratified random sample of 45 school systems in North Carolina, Virginia, and West Virginia. Six weeks later, the questionnaire was again sent to the same sample. Data from the two administrations of the questionnaire were analyzed to determine the validity and reliability of the instrument. Although a number of specialists in the field of staff development have identified a variety of practices which they believe to be effective, there currently is no adequate model or mechanism for comprehensive evaluation of existing staff development programs. The study resulted in the development of an instrument which will enable school systems to reflect critically on their existing programs and to plan for program improvement. / Ed. D.