李殷泰. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院社會學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 226-232). / Li Yintai. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan she hui xue bu. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 文獻參閱 --- p.12 / Chapter 一 --- 關於專業性 --- p.12 / Chapter 二 --- 教師的專業性 --- p.42 / Chapter 三 --- 本文的觀點與研究焦點 --- p.58 / Chapter 第三章 --- 量度工具 --- p.70 / Chapter 一 --- 主要概念的定義和操作定義 --- p.70 / Chapter 二 --- 量度工具的效度 --- p.85 / Chapter 第四章 --- 研究設計 --- p.95 / Chapter 一 --- 資料搜集 --- p.95 / Chapter 二 --- 樣本 --- p.103 / Chapter 第五章 --- 職業專業性 --- p.115 / Chapter 第六章 --- 個人專業性 --- p.150 / Chapter 一 --- 專業性與社會人口因素 --- p.150 / Chapter 二 --- 專業性與專業之選擇 --- p.171 / Chapter 三 --- 專業性與職務滿足感 --- p.178 / Chapter 第七章 --- 摘要和結論 --- p.203 / 附錄 / Chapter 一 --- 香港學校及學生數目 --- p.216 / Chapter 二 --- 香港教師人數 --- p.217 / Chapter 三 --- 教育學院及工商師範學院學生人數 --- p.218 / Chapter 四 --- 教育職級名表 --- p.219 / Chapter 五 --- 調查問卷 --- p.221 / Chapter 六 --- 書目 --- p.226

Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.

黃志明. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 191-200). / Huang Zhiming. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 圖目次 --- p.V / 表目次 --- p.VI / 論文摘要 --- p.X / Chapter 第一章 --- 導論 --- p.1 / Chapter 一 --- 研究問題及其定義 --- p.2 / Chapter 二 --- 研究的動機與目的 --- p.5 / Chapter 三 --- 研究方法步驟 --- p.6 / Chapter 第二章 --- 文獻評述 --- p.8 / Chapter 一 --- 角色研究的發展 --- p.8 / Chapter 二 --- 角色的意義及其相關的概念 --- p.12 / Chapter 三 --- 角色與人格結構的關係 --- p.18 / Chapter 四 --- 角色取向的定義與類型 --- p.21 / Chapter 五 --- 教師工作的專業化及專業角色取向 --- p.26 / Chapter 六 --- 學校組織的科層化及教師的受僱角色取向 --- p.38 / Chapter 七 --- 學校組織結構的分析 --- p.47 / Chapter 八 --- 自我觀的意義及與角色的關係 --- p.61 / Chapter 第三章 --- 研究設計與實施 --- p.74 / Chapter 一 --- 研究設計的概念架構 --- p.74 / Chapter 二 --- 研究問題 --- p.78 / Chapter 三 --- 研究方法步驟 --- p.79 / Chapter 四 --- 研究樣本及資料搜集 --- p.80 / Chapter 五 --- 問卷設計及預試分析 --- p.81 / Chapter 六 --- 資料分析 --- p.89 / Chapter 七 --- 研究限制 --- p.90 / Chapter 第四章 --- 研究結果與討論 --- p.92 / Chapter 一 --- 個人資料的分析 --- p.94 / Chapter 二 --- 教師角色取向分析 --- p.101 / Chapter 三 --- 學校組織結構分析 --- p.104 / Chapter 四 --- 教師自我觀分析 --- p.105 / Chapter 五 --- 教師對教師行業態度分析 --- p.106 / Chapter 六 --- 教師專業角色取向內部各層面交亙相關情況 --- p.107 / Chapter 七 --- 教師受僱角色取向內部各層面交亙相關情況 --- p.108 / Chapter 八 --- 學校組織結構各層面內部相關情況 --- p.110 / Chapter 九 --- 教師自我觀各層面內部相關情況 --- p.111 / Chapter 十 --- 教師專業角色取向與受僱角色取向各層面的相關情況 --- p.112 / Chapter 十一 --- 教師角色取向與教師自我觀的相關情況 --- p.115 / Chapter 十二 --- 教師角色取向與學校組織結構的關係 --- p.118 / Chapter 十三 --- 學校組織結構與教師自我觀的關係 --- p.125 / Chapter 十四 --- 教師角色取向與學校組織及教師自我觀的關係 --- p.129 / Chapter 十五 --- 教師兩種角色取向與學校組織結構及教師自我觀的關係 --- p.132 / Chapter 十六 --- 教師個人狀況與其角色取向、自我觀及學校組織結構的關係 --- p.137 / Chapter 十七 --- 任教學校情況與教師角色取向我觀及學校組織結構的關係 --- p.154 / Chapter 十八 --- 教師的職業態度與其角色取向我觀及學校組織結構的關係 --- p.159 / Chapter 第五章 --- 結論及建議 --- p.171 / Chapter 一 --- 結論 --- p.171 / Chapter 二 --- 建議 --- p.177 / Chapter 附錄 --- (一)致有關學校校長信件 --- p.183 / (二)致有關教師信件 --- p.184 / (三)研究問卷 --- p.185 / 中文參考書目 --- p.191 / 英文參考書目 --- p.194

This study was concerned with salaries, wages, working conditions, and personal success of the master's degree teachers and non-teachers in industrial arts from North Texas State University. The data were obtained from an instrument sent to sixty-one master's degree teachers and twelve masters degree non-teachers. Related literature also provided information for completing the study.

This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.

The purpose of this study was to determine the direction and strength of the relationships that exist among teachers between bureaucratic orientation (the criterion) and each of the five human need variables that include security, social, esteem, autonomy, self—actualization, and four demographic factors that include sex, experience, educational level, and age. This study was also concerned with determining if the bureaucratic orientation of teachers is affected by deficiencies in their human needs and by their demographic differences. Determination of these relationships was accomplished by using an intercorrelation matrix of product-moment correlations and stepwise multiple regression.