The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 MariaCFSGD_TESE.pdf: 3944464 bytes, checksum: b7d22071797be98e85e57e6825aff07c (MD5) Previous issue date: 2011-03-31 / Universidade Estadual do Rio Grande do Norte / The aim of this research is the analysis of the history of the Normal Course in the 1st period in Assu, Rio Grande do Norte, since its foundation by the state law no. 621, de 06 December 1951 until its demise, with the implementation of the Course of the Magisterium, by Federal Law 5692 from August 11, 1971. The goal is to answer how it was constituted the operation and the educational practices of this institution, teacher trainers, throughout its existence. For this, we analyze the institution's documents in focus interviews, legislation, of the education, newspapers and books of the season, guiding itself by the studies of Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalh?es (2005) and Julia (2001). When dealing with an educational institution, the central category of analysis is the school culture, in which supported the cutting of specific categories of study: the entrance into the Normal Course, the conferring of a degree, the "Normalista Week‖ in Assu and formative elements. The Normal Course from 1st cycle formed teachers in a basic level, differing themselves from schools of teacher education of 2nd Cycle. It was founded in Assu as Regional Training Course and called Gin?sio Normal in 1961.In the temporal cut studied, 279 women and 07 men were graduated as Regents of Elementary School, demonstrating a school attended virtually by women. In the narrative, it is restored to the inclusion of female students in the Normal Course, focusing on the processes of registration and the admission exams, graduation events, imbued with discourses on the social role of the teacher and the Party Normalista Week, which valued the sense of belonging with of students to the profession. Through theater plays in the school, of practices forming behaviors and stages of female students in elementary school, training elements are reassembled, demonstrating the discourse of modern education intermingled with the Christian Catholic values of the culture for female education. The reconstruction of the historical identity of this institution sometimes close, sometimes unique, when confronted with other schools of teacher training brings a contribution to the setting of the history of schooling in the state of Rio Grande do Norte / A proposta deste estudo ? a an?lise da hist?ria do Curso Normal de 1? Ciclo em Assu, Rio Grande do Norte, desde a sua cria??o pela Lei Estadual n. 621, de 06 de dezembro de 1951, at? a sua extin??o, com a implementa??o do Curso de Magist?rio, pela Lei Federal n. 5.692 de 11 de agosto de 1971. O objetivo ? responder como se constitu?ram o funcionamento e as pr?ticas educativas de tal institui??o, formadora de professoras, ao longo de sua exist?ncia. Para tanto, s?o analisados documentos da institui??o em destaque, entrevistas, legisla??es da educa??o, jornais e livros da ?poca, norteando-se pelos estudos de Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalh?es (2005) e Julia (2001). Em se tratando de uma institui??o de ensino, a categoria de an?lise central ? a de cultura escolar, a qual subsidiou o recorte das categorias espec?ficas do estudo, a saber: o ingresso no Curso Normal, a cola??o de grau, a Semana da Normalista em Assu e elementos formativos. O Curso Normal de 1? Ciclo formava professores em n?vel ginasial, diferenciando-se das escolas de forma??o docente de 2? Ciclo. Foi fundado em Assu como Curso Normal Regional e denominado de Gin?sio Normal em 1961. No recorte temporal pesquisado, formaram-se 279 mulheres e 07 homens como Regentes de Ensino Prim?rio, evidenciando-se como uma escola frequentada, praticamente, pelo sexo feminino. Na narrativa, reconstitui-se a inser??o das alunas no Curso Normal, enfocando os processos de matr?cula e os Exames de Admiss?o; os eventos de formatura, permeados de discursos sobre a fun??o social da professora e a festa Semana da Normalista, que valorizava o sentimento de perten?a das estudantes em rela??o ? profiss?o. Por meio de pe?as de teatro escolar, de pr?ticas formadoras de comportamentos e dos est?gios das alunas na escola prim?ria, elementos de forma??o s?o recompostos, evidenciando-se o discurso da educa??o moderna, entremeado com valores da cultura crist? cat?lica para a educa??o feminina. A recomposi??o da identidade hist?rica dessa institui??o ora pr?xima, ora singular, quando confrontada com outras escolas de forma??o docente, traz uma contribui??o para a configura??o da hist?ria da educa??o escolar norte-rio-grandense

M.Ed. (Curriculum Studies) / The subject of this thesis is the female primary school teacher as adult learner. The characteristics of the female primary school teacher as adult learner have been discussed, with particular attention paid to probable underlying reasons why the female primary school teacher does not involve herself in further studies. Furthermore, careful consideration has been given to the importance of study by the female primary school teacher, and in what way the desire to learn can be induced in the female primary school teacher. The main objective of the thesis was to investigate factors, from an educational perspective, which could be responsible for the female primary school teacher not taking up further studies. For this purpose, a questionnaire was distributed to female primary school teachers in Pretoria, who are currently in the teaching profession yet not involved in present.

The changes that have taken place in the South African educational system over the past few years have placed teachers under increasing stress. While abundant overseas literature is available regarding teacher stress, limited studies have focused specifically on South African samples. Female teachers, and working mothers, often experience additional stressors to men. Studies on women’s health have received little attention in comparison with the magnitude of research conducted on men’s health. The aim of the current study was to explore and describe the stress, coping resources and adjustment of married mothers in the teaching profession, and to explore and describe the patterns of stress and coping resources of these women. A non-experimental, exploratory descriptive study was employed. A biographical questionnaire and three paper-and-pencil measures, namely the Experience of Work and Life Questionnaire, the Coping Resources Inventory and the Personal, Home, Social and Formal Relations Questionnaire, were administered to 31 full-time primary school teachers who are married mothers of dependent children under the age of 14 years. A non-probability convenience sampling technique was employed. Descriptive statistics and cluster analysis were used in the data analysis. The results of the WLQ for this sample indicated that the mean score for the total level of stress fell within the high range, but with regards to the mode, the majority of the participants had average scores. The results of the CRI indicated an average level of coping resources for the present sample. The sample scored slightly above average on seven of the eleven components of the adjustment areas of the PHSF and slightly below average on the other four components. The participants in cluster one had average levels of stress and an average level of coping resources. The participants in cluster two scored very high levels of stress and average levels of coping resources. The participants in cluster three had very high levels of stress and low levels of coping resources. Suggestions were made for future research involving the stress, coping resources and adjustment of married mothers in the teaching profession. Finally, the limitations as well as the value of the research were outlined.

Physical education is a profession where heterosexuality has historically been regarded as normal, if not compulsory. The location of female physical education (PE) teachers at the nexus of discourses about masculinist sport, women's physical education and pedagogies of the body has exerted unique historical pressures on their sexualities. In North America and Western Europe, female PE teachers have frequently been suspected of being lesbian. This suspicion has enveloped lesbian teachers in a shroud of oppressive silence, tolerated only as an 'open secret' (Cahn, 1994). This study examined the life histories of six women from three generations who had taught physical education in western Canada. Previous life history research has focused exclusively on lesbian PE teachers (Clarke, 1996; Sparkes, 1992, 1994a, 1994b; Squires & Sparkes, 1996; Sparkes & Templin, 1992) which risks reinforcing a hierarchical relationship between 'lesbian' and 'heterosexual'. Accordingly, three women who identified as 'lesbian' and three as 'married' or 'heterosexual' were involved in this study which incorporated poststructural, psychoanalytic and queer theories about sexual subjectivity into a feminist approach to life history. The notions of 'understanding' and 'overstanding' were used to analyze data which meant interpreting not only had been said during the interviews but also what was left unsaid. The women's life histories revealed how lesbian sexualities have been marginalized and silenced, especially within the physical education profession. A l l the women grew up in families where heterosexuality was normalized, and all except one experienced pressure to date boys during their high school education in Canada. As teachers, identifying as a 'feminist' had a greater affect on their personal politics and approaches to teaching than their sexual identities. The life histories also provided limited support to the notion that PE teacher's participation in various women's sports accentuated the suspicion of lesbianism. For two of the 'lesbian' women, team sports continued to provide valuable lesbian communities from the 1950s to the present day. In contrast, one 'lesbian' women established her lesbian social network through individual sports and urban feminist groups. The 'heterosexual' women had all participated in gender-neutral sports. Overall the sporting backgrounds of these teachers did little to dispel the long-standing association between women's sports and lesbianism which, in turn, has affected female PE teachers. Drawing on queer theory and the notion of 'overstanding' data, deconstructive interpretations suggested how heterosexuality had been normalized in several institutional discourses within women's physical education. These interpretations undermined the boundaries of 'the closet', sought out an absent lesbian gaze and suggested that homophobia has been, in part, rooted in the social unconscious of the physical education profession. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this narrative study is to share a comprehensive and holistic understanding of the teaching philosophies of Black women science teachers. The theoretical lenses of Critical Race Theory and Black Feminist Thought are used to explore historical and contemporary experiences of Black teachers over time, to explain how and why there are so few women in science classrooms today. The pedagogical practices of Black women of the past are explored to reveal what is possible and needed in today’s science classrooms. The qualitative study used open-ended questionnaires, semi-structured interviews, and Sista Circles to center the narratives and experiences of the 32 participants, honoring their counter-stories and valuing their experiences. The findings of the dissertation are shared as two manuscripts: the first focuses on how Womanist Pedagogy is exemplified in Black women science classrooms. The second findings chapter focuses on how the participants discuss anti-racist teaching in their science classrooms as described in three frameworks: liberatory pedagogy (hooks, 1994); Culturally Relevant Pedagogy (Ladson-Billings, 1994); and Historically Responsive Literacy (Muhammad, 2000). Historically relevant science pedagogy is a theoretical contribution offered by the author to the science education community to enact anti-racist practices. By highlighting the pedagogical practices of Black women science teachers, this study aims to transform the practices within science teacher education and professional development fields.

Recent events- including the overlapping pandemics of hyper-visible racism, policebrutality, economic downturn, climate crises, and the Covid-19 virus- have reified the significance of teacher diversity to counter structural inequalities in education. Of particular concern are low-income urban schools. While greater teacher diversity exists in urban schools, Black teachers - and Black women in particular- experience high turnover compared to their white and male counterparts. Through a contextual analysis of Black women teachers, the purpose of this study was to explore intersectionality and identity negotiation by investigating whether professional experiences and decisionmaking were moderated by ethno-racial and gender identities. Multiple sources of data were collected regarding eight self-identified Black women of the African diaspora with at least two years of experience in urban schools. Analysis of demographic surveys, open-ended responses, and three rounds of semi-structured interviews yielded ten themes: 1) supplementing curriculum with counter-narratives and role models, 2) facilitating conversations about race-related current events, 3) teaching the truth about American history, 4) guiding students to navigate a racialized society, 5) experiencing microaggressions in interracial interactions, 6) disengaging from diversity initiatives, 7) participating in supportive intra-racial relationships, 8) avoiding gendered racial stereotypes, 9) pursuing desired ends, and 10) redefining professionalism. The result of this study adds to the research base regarding intersectionality and identity negotiation as factors influencing teachers of color in urban schools. Additional recommendations are also given to guide research, practice, and policy. / Policy, Organizational and Leadership Studies

This feminist article dissertation (FAD), creates a series of interventions on the dearth of research on the teaching of women of color feminist theories in the high school English classroom as curriculum, pedagogy, and activism. In writing this series of articles on teaching Black and Latina feminist theories at the high school level, I interrupt the assumption that intersectional feminist pedagogies, curriculum, and activism only take place in college and graduate level courses in women’s and gender studies, trans and queer studies, ethnic studies, and even English and comparative literature courses. More specifically, my research counter-narrates my experience teaching Black and Latina feminisms at a predominantly white independent school while working alongside my students as they engage in reading women of color feminisms; oppositional online writing; and school-based activism. My research questions are driven by these commitments and by my interest in exploring how my students take up reading and writing with theory. Across each article in my FAD, I call upon the larger field of English education to recognize intersectionality (Crenshaw, 1989, 1991) and women of color feminisms (Lorde, 1984; Moraga & Anzaldúa, 1981) as an integral curricular, pedagogical, and political stance we must take within the teaching of high school English as well as in English teacher education at large. In each article, I illustrate how I taught not only women of color feminisms through an oppositional (Collins, 2009); intersectional (Crenshaw, 1989, 1991); and coalitional (Cruz, 2019) stance, but also how my students read and apply these theories to themselves and to the issues they care about most using oppositional, intersectional, and coalitional stances as well. The first article is titled, “The Future of English is Feminist”; the second article is titled, “Resisting ‘pretty privilege’: Afro-Latinx trans digital activism and Black feminism in the English classroom”; and the third article is titled, “Black girl #MeToo activism: ‘Complaint as feminist pedagogy’ resisting racist-sexism at school.”

Educational Studies / M.Ed (Educational Management)

In A Question of Power Bessie Head explores metaphysical forms of knowledge and systems of belief (against a background of what is verifiable and can be called the truth) and finds them necessary but flawed because they are illogical. The experience of madness in Bessie Head's main character, Elizabeth, (which is caused by a deep fear of domination and oppression), provides an opportunity for the character to raise propositions and questions of philosophy related to race, class, heterosexuality, God, to mention but a few, and to come to the conclusion that the 'truth' claims which are implied in and suggested by these notions do not obtain in real life. In other words, there is no stable, transcendental reality. It dawns on Elizabeth (the main character) that certain realms of knowledge which society has determined as objective truth will remain forever unknowable. Thus Elizabeth, the main character in a A Question of Power, identifies and challenges all patriarchal structures and power hierarchies in society, seeing them as the real causes of her suffering. After completing this process of deeonstruction, she is able to integrate herself into society. / English Studies / M. A. (English)