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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
61

An Analysis of Some Factors Associated with Pupil Achievement

Rucker, John Allman 08 1900 (has links)
The purpose of this study is to determine if any effect upon pupil achievement is shown by four factors: classification of teachers in terms of semester hours, small and large schools, single and married women teachers, men and women teachers.
62

A use of the semantic differential to determine the perceptions of students toward women high school physical education teachers /

Quisenberry, Dorothy Jean. January 1970 (has links)
No description available.
63

An investigation of aspirations and attitudes of selected women teachers in White government secondary schools in Natal with reference to promotional hierarchies and opportunities.

Blampied, Brenda Louise de Blancpie. January 1989 (has links)
Data supplied by the Natal Education Department indicated that women are unequally represented in the promotional hierarchies in schools. While 78 percent of the incumbents in post level one positions are women, only 16,3 percent of post level six positions are held by women. From a review of selected literature a list of possible barriers to the advancement of women was drawn up. These barriers fell into two broad categories - internal barriers, relating to psychological factors; and external barriers, which related to institutional, societal and organizational structures. A questionnaire was designed to educe some conclusions regarding the aspirations of selected women teachers and their perceptions regarding possible barriers to the advancement of women educators. \ The most commonly cited obstacle was found to be a concern to prevent role overload, which could result from attempting to fulfil simultaneously the demands of family and career. The second most frequently mentioned barrier related to the structure of the educational organization. Many respondents perceived women teachers as avoiding vertical career movement as it decreased their contact with the pupils. Many respondents appeared to have internalized the socletal norms concerning the position and role of women as they could forsee no obstacles to their reaching their promotional potential, apart from a personal choice to limit their horizons. / Thesis (M.Ed.) - University of Natal, Durban, 1989.
64

A qualitative research inquiry into the influence of female educator stress on the occupational perceptions of female educators in the Pietermaritzburg area.

Matross, Celeste. January 2010 (has links)
This qualitative study examined the links between female educator stress and the attitudes of female educators towards their careers. It used data sampled from individual interviews conducted with female educators from two government schools and one private school in the Pietermaritzburg area. This research project is a sociocultural exploration of female educators' experiences of stress and the impact that it has on the way that these educators view their jobs. The purpose of the research was to obtain a greater understanding of the psychological effect of stress experienced in various urban school settings by primary and high school female educators. The results of the study indicate that participants' perceptions supported the literature review on some of the short-term and long-term psychological effects of educator stress on educators' attitudes towards their career. More negative teaching experiences than either beneficial or neutral experiences were recounted by the participants. the socioeconomic context in which the schools were situated, as well as the large number of administrative duties and lack of parental support contributed to the continued experience of high levels of stress by educators in general and female educators in particular.
65

An investigation into the promotion opportunities for women educators in the KwaZulu Department of Education and Culture with particular reference to high schools in Umlazi.

Nzimande, Hettie Nomthandazo. January 1994 (has links)
In education women outnumber men as teachers, but the top positions are almost entirely dominated by men. Shakeshaft (1987:20), using data collected for education systems in the United States of America noted that in 1984-5, only 3,0 percent of the district superintendents were women, although 50,1 percent of all secondary school teachers and 83,5 percent of all elementary school teachers were women. According to Blampied (1989), the data obtained from the 1987 statistical returns from government schools under the Natal Education Department indicated that the number of women in education administration was disproportionately lower than the number of men in congruent positions. It was decided that the situation deserved to be tested in schools administered by the KwaZulu Department of Education and Culture. According to the survey of secondary schools administered by the KwaZulu Department of Education and Culture, in respect of the 230 Junior Secondary schools in the sample, 86,5 percent of the school principals were male and the incidence of male principals was even greater in high schools (Thurlow 1993:32). The study of selected literature led to the finding of possible barriers to the career advancement of women educators. The barriers were classified into two broad categories - internal barriers, relating to psychological factors; and external barriers, which related to institutional, societal and organizational structures. A questionnaire was designed to attempt to ascertain if any congruency could be identified between the barriers perceived by other researchers and those which according to the respondents existed in schools administered by the KwaZulu Department of Education and Culture. The most commonly cited obstacle to the upward mobility of women was discrimination against them. There were suggestions that women were generally valued less than men. Women were treated as inferior in law, politics, religion and education as well as in society generally. Other barriers to promotion which were frequently alluded to related to the perception that some women were not interested in vertical career mobility but preferred to remain in the classroom rather than seek a position which would distance them from teaching. The evidence also suggested that although the larger proportion of the respondents were keen to receive a promotion, they thought they would not be promoted because they considered the allocation of promotions to be unfair. It was however noted that women educators who have made some progress on the promotional ladder perceived fewer obstacles to their advancement than unpromoted respondents. / Thesis (M.Ed.) - University of Natal, 1994.
66

A narrative study of teachers' life stories and their work identity

Heaton, Pamela Jane January 2000 (has links)
Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
67

The relative ratings of single and married women teachers in selected schools of Kansas

Isaacson, Percy Jennings. January 1937 (has links)
Call number: LD2668 .T4 1937 I81
68

From proscription to prescription :

Kalua, Fetson Anderson. January 2001 (has links)
Thesis (M.A.)--University of South Africa, 2001.
69

Job sharing : the career experiences of women primary teachers

McDaid, Carolyne January 1998 (has links)
This study is an investigation of the career experiences of women primary teachers who job share. It explores how job sharing fits into overall working patterns and examines whether it fulfils the personal and professional needs of teachers. It investigates how successful job sharing is seen as being in practice and explores the potential advantages and disadvantages of job sharing for teachers and for schools. The study examines the claims made for job sharing as a means of advancing the cause of equality in the workplace. Data were gathered through in-depth interviews with twenty women primary teachers who job shared. The role of job sharing in their careers was examined and the extent to which it satisfied personal and professional expectations explored. The career experiences of job sharing teachers were further investigated through a questionnaire sent to a sample of teachers who had previously job shared. This provided a retrospective and longer term account. All of these experiences were then situated within the wider contexts in which teaching operates. For this, documentary and policy analysis were undertaken, and semistructured interviews were conducted with headteachers and parents, and key informants at local and national level. The research found that job sharing is successful in meeting the personal needs of the women primary teachers. Teachers spoke of the balance in their lives which this working arrangement helped them to achieve. In terms of the professional dimension, the study found that experiences of job sharing in practice were positive. For teachers the affective rewards of being with children and feeling competent and skilled in daily work were high. Feelings of acceptance within the workplace culture were positive; building and sustaining relationships with parents and, in particular, with colleagues, which was viewed as a salient part of the job of primary teaching, was possible whilst job sharing. As a result, schools were seen to be gaining by employing experienced and motivated individuals who were able to make positive contributions. However, some difficulties were found with the professional and career development of job sharing teachers. The study concludes that job sharing is not deleterious to women teachers' careers. It is far less harmful than other forms of part-time teaching although, as yet, it is not challenging full-time teaching as the dominant work model.
70

A Comparison of the Leisure Reading Habits of Female Teachers and Non-Teachers

Watson, Thurman O. 05 1900 (has links)
The purpose of this study was to determine, whether there was a significant difference in the leisure reading habits of two groups of women who were college graduates; one group of elementary classroom teachers, grades one through six, and another group of women who were not teachers.

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