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Transpersonal practices as prevention intervention for burnout amongst HIV/AIDS coordinator teachersJohnson, Sharon Mary 03 1900 (has links)
Thesis (MA (Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT:
The impact of transpersonal psychology techniques presented in Capacitar workshops as a
prevention intervention for burnout amongst HIV/Aids coordinator teachers has not been
studied to date in South Africa. This research project utilised a mixed-method approach in a
pre-test and post-test quasi-experimental design. Educators from South Metro, who were
HIV/Aids co-ordinators in their schools, were invited to attend six days in total of Capacitar
workshops. Measures of their levels of stress and burnout were taken before and after the
intervention. Thirty teachers volunteered to take part in the workshops and 27 completed the
training. A control group (n=27) was chosen from a group of teachers in the Central and South
Metros of the Western Cape, South Africa. The Capacitar workshops were presented by
facilitators who had been trained and accredited by Dr Pat Cane, founder of Capacitar
International, California, USA.
The overall theoretical perspective adopted in the transformative approach was transpersonal
psychology. While equal priority was given to both the quantitative and qualitative legs of the
study, the quantitative data were gathered first. The Beck Anxiety Inventory (BAI) was used
to measure anxiety and the Copenhagen Burnout Inventory (CBI) was used to measure three
dimensions of burnout: personal, work and client burnout. The means of the intervention and
control groups of teachers were found to be similar on the BAI and CBI prior to the
intervention. After the workshops, there were significant reductions in anxiety, personal and
work burnout in the post-test measures of the intervention group. There were also significant
differences in personal and work burnout of teachers between the intervention and control
groups. Although reduction in the levels of anxiety and client burnout (working with children)
was evident in the intervention group, this was not significant. The control group showed no
significant improvement on any measures and in some cases, levels of burnout increased.
Qualitative data in the form of global analysis of focus group interviews provided insights into
the experience of workshop delegates, and their teaching contexts. To cope with work and
personal stressors, teachers turned to physical (n=29), mental (n=17) and spiritual activities
(n=15), with many (n=19) using negative coping tools. Individual line sketches, a collage of
outliers and mind maps, together with portraits of delegates, highlighted the context and
experiences in the Capacitar workshops. As a result of exposure to transpersonal practices, HIV/Aids coordinator teachers were first able to start the process of healing themselves, and
then turn to their families, learners and the community at large to share the tools offered.
The qualitative data also yielded sixteen themes: Increased consciousness; personal
empowerment; role empowerment as carers; emotional intelligence; mindfulness; heart
coherence; processing traumatic pain; multiculturalism; self-acceptance; light heartedness;
interconnectedness, sharing; forgiveness; holistic, right brain healing; changing brain patterns;
mind-body-spirit integration and a return to wholeness.
The results of this study showed both quantitatively and qualitatively that transpersonal
psychological techniques mediated burnout amongst HIV/Aids coordinator teachers in Metro
South, Western Cape Education Department, Mitchells Plain, Cape Town. Recommendations
are made in the light of the findings and the limitations of the study. / AFRIKAANSE OPSOMMING:
Die impak van transpersoonlike sielkundige tegnieke wat aangebied is in Capacitar
werkswinkels, as „n voorkomings-intervensie rakende uitbranding op onderwysers wat as
MIV/Vigs ko-ordineerders funksioneer, is nog nie voorheen in Suid-Afrika ondersoek nie.
Hierdie navorsingsprojek het „n kwantitatiewe-kwalitatiewe benadering gebruik met ‟n vooren
natoets kwasi-eksperimentele ontwerp. Opvoeders van die suidelike metropool/grootstad
wat werk as MIV/Vigs ko-ordineerders in hulle skool, is uitgenooi om altesaam ses dae van
die Capacitar werkswinkels by te woon. Die deelnemers se vlakke van stres en ooreising is
voor en na die intervensie gemeet. Dertig onderwysers was gewillig om deel te neem aan die
werkwinkels en sewe-en-twintig het die opleiding voltooi. „n Kontrole groep (n=27) is gekies
vanuit „n groep onderwysers in die sentrale en suidelike metropool van die Wes-Kaap, Suid-
Afrika. Die Capacitar werkswinkels is aangebied deur geakkrediteerde fasiliteerders wat
opgelei is deur dr. Pat Cane, die stigter van Capacitar Internasionaal, California, VSA.
Transpersoonlike sielkunde is die oorhoofse teoretiese perspektief wat gehandhaaf is in die
transformatiewe benadering. Alhoewel gelyke prioriteit verleen is aan beide die kwantitatiewe
en die kwalitatiewe komponente van die studie, is die kwantitatiewe data eerste ingesamel.
Die “Beck Anxiety Inventory” (BAI) en die “Copenhagen Burnout Inventory” (CBI) is
gebruik om die drie dimensies van uitbranding te bepaal: Persoonlike-, werk- en kliëntooreising.
Daar is vasgestel dat die gemiddeldes van die intervensie en die kontrole groepe
dieselfde is vir die BAI en die CBI meet-instrumente voordat die intervensie aangebied is.
Betekenisvolle verskille is gevind met die na-toets vir die intervensie-groep, naamlik die
vermindering van angs, persoonlike- en werks-ooreising. Daar is ook betekenisvolle verskille
getoon in persoonlike en werksuitbranding tussen die intervensie en die kontrole groepe.
Alhoewel nie betekenisvol nie, het daar „n duidelike vermindering in die vlakke van angs en
kliënt-ooreising (werk met kinders), voorgekom in die intervensie-groep. Die kontrole groep
het geen betekenisvolle verbetering getoon met betrekking tot enige van die meet-instrumente
nie, en in sommige gevalle het die vlakke van uitbranding toegeneem.
Kwalitatiewe data in die vorm van die globale analise van fokusgroep-onderhoude het insigte
verskaf rakende die ervaring van die deelnemers, en hul kontekste van onderrig. Onderwysers
het fisiese (n=29), intellektuele (“mental”) (n=17) en spirituele aktiwiteite (n=15) gebruik, om werk-en persoonlike stressors te hanteer en vele opvoeders het (n=19) negatiewe
hanteringmeganismes gebruik. Individuele lyn-sketse, „n collage/plakskildery van uitlopers en
geheue-kaarte, tesame met foto-weergawes van die deelnemers het die konteks en belewings
van die Capacitar werkwinkels gekenmerk. As gevolg van die blootstelling aan die
transpersoonlike gebruike was dit in die eerste plek vir die MIV/Vigs onderwysers moontlik
om self innerlike genesing te ervaar, en ook om hul familie, die leerders en die gemeenskap te
bemagtig met die aangebode toerusting.
Sestien tema‟s is geïdentifiseer met die kwalitatiewe studie: Verhoogde bewustheid;
persoonlike bemagtiging; rol-bemagtiging as deernisvolle persoon; emosionele intelligensie;
gefokusde belewing (“mindfulness”); sin vir koherensie; die verwerking van traumatiese pyn;
multi-kulturalisme; lighartigheid; onderlinge verbondenheid; mededeelsaamheid; vergewing;
holistiese, regterbrein-genesing; veranderde breinpatrone; liggaam-siel-gees integrasie en die
herstel van heelheid.
Die resultate van beide die kwantitatiewe en kwalitatiewe benadering het getoon dat
transpersoonlike sielkundige tegnieke uitbranding bekamp onder onderwysers wat as
MIV/Vigs ko-ordineerders werk in die suidelike metropool, Wes-Kaap departement van
onderwys, Mitchells Plain, Kaapstad. Aanbevelings word aangebied in die lig van die
bevindings, asook die beperkings van die studie.
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Emotional-social competencies that enhance wellness in teachers: an exploratory studyVan Wyk, Mirna F. 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2006. / Stress has become endemic amongst teachers globally. Although there are common factors that account for the increased levels of stress among teachers, the particular factors involved differ from country to country. South Africa has gone through more than a decade of political and social change. Coping with the extended transitions within the educational system has affected teachers’ wellness.
Emotional intelligence or emotionalsocial competencies, the term used in the study, offers a way of viewing the means of primary prevention as a whole, rather as loosely related elements. This offers a practical way of describing the key range of competencies that make it possible to modulate emotions, to solve social problems creatively, to be effective leaders or collaborators, to be assertive and responsible, or to be able to ask evocative and/or social questions that lead to new learning. This study focuses on the need for teachers to develop specific social and coping skills, as well the need for them to have the necessary environmental support, to prevent stress and promote wellness in teachers.
This interpretive study used questionnaires, semi-structured interviews, and "a day in the life of" interviews to explore the perceptions of Life Orientation teachers about the emotionalsocial competencies that improve and support their wellness.
The South African teachers surveyed consider that certain emotionalsocial competencies enhance their wellness. In their view, all teachers would benefit from having a toolkit emotionalsocial competencies. They also expressed the need for pre-service teacher education to offer training in these competencies.
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Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western CapeDavis, Fuad 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern
global era that we live in. With change comes the stressors associated with it.
Some of us are able to cope while others are unable. This thesis focuses on the
effect of stress on educators who have learners with physical disabilities in their
classroom as well as the coping methods used by these educators to manage
these learners in the classroom. Participants were five female educators from
disadvantaged areas of the Western Cape. A qualitative research approach was
taken and the results indicate the following: Major stress experienced by
educators is caused by the fact that educators do not know how far to sustain, let
alone challenge an active learning environment, because of lack of experience
and relevant in-service training relating to learners with physical disabilities. It
was found that the nature of the disability and its severity influences the attitudes
of the educators in inclusive practice. The absence of communication or rather
the lack of information about the learner from the parent and other parties
involved caused stress amongst the participants. Participants identified that
improving their self-esteem was one of the key coping methods in dealing with
stress. It is clear that educators need some form collaborative support to know
they are on the right path or in order to progress in the right direction. / AFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die
post-modêrne globale era waarin ons leef. Verandering word vergesel deur
stressors wat daarmee geassosieer word. Sommige van ons is instaat om
hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op
opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die
hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie
leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit
agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is
gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur
opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te
volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en
relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar
is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die
opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van
kommunikasie of liewer die gebrek aan informasie deur die ouer of ander
betrokke partye aangaande die leerder, het stres onder die deelnemers
veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n
belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm
van samewerking en ondersteuning benodig om te weet of hulle op die korrekte
weg is óf om hulle in die regte rigting te stuur.
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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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An investigation into the implementation of the life orientation curriculum in selected Fort Beaufort district high schoolsAdewumi, Toyin Mary January 2012 (has links)
The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.
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The impact of disciplinary problems on educator morale in secondary schools and implications for managementMasekoameng, Morongwa Constance January 2010 (has links)
The aim of this study was to identify the kinds of disciplinary problems educators experience in schools, their causes, as well as their impact on the morale of educators. The researcher made use of a quantitative approach whereby questionnaires were completed by educators from five secondary schools in the Zebediela area. In total, 89 respondents completed the questionnaires. They were from both genders, with various years’ of teaching experience, and generally well qualified.
The results indicated that there indeed existed disciplinary problems in the schools. These problems were caused by factors relating to the learners, to their parents, the educators, as well as to the school principal. The impact of a lack of discipline on educator morale included anger, irritability, tiredness, loss of control, and expressing the wish to leave the teaching profession. The study made recommendations for managers on how to improve the situation, and also for further study. Some limitations of the study were also identified. / Further Teacher Education / M.Ed. (Education Management)
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The management of teacher-occupational stress at primary schools in Sedibeng District 8, Gauteng ProvinceMatla, Shabe Jonas 06 1900 (has links)
This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach.
The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:
What are the causes of teacher-occupational-stress?
What role can the school management teams play in managing teacher-occupational-stress?
A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32).
Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Leadership and Management
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The role of the head of department in alleviating work-related teacher stress in primary schoolsNgobeni, H. W. 29 November 2006 (has links)
Work-related teacher stress is indeed a major problem in schools. The main aim of this study was to investigate the role of the Head of Department in alleviating work-related teacher stress among primary schools in the Temba Circuit. The research problem was investigated by means of a literature study and an empirical investigation. The literature study identified the main causes of teacher related stress. A qualitative inquiry using semi-structured focus group interviews with teachers and semi-structured individual interviews with Heads of Department were conducted in order to find answers to the research questions. It was found that the main sources of teacher stress could be grouped into four main categories, namely, interpersonal, organisational, professional and personal stressors. Guidelines to be considered by Heads of Department to alleviate the stress that teachers under their auspices are encountering were developed on the basis of these four categories of teacher stressors. / Further Teacher Education / M. Ed. (Education Management)
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The role of the principal in managing work-related stress among secondary school educatorsNaicker, Soobramoney Govindsamy 11 1900 (has links)
Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)
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Combatting the downward spiral : burnout, support networks and coping strategies of TESOL teachers at private language schools in Johannesburg, South AfricaBowen, Amanda Deborah 11 1900 (has links)
The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)
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