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Dissemination research : teachers as facilitatorsJoubert, Melanie 13 June 2011 (has links)
The purpose of this study was to explore and describe the experiences of teachers fulfilling the role of facilitators of the STAR intervention with fellow teachers at two neighbouring schools. The study constituted part of a broader research project that commenced in 2003, at a primary school in the Eastern Cape. At the time of the current study, seven of the ten teachers who participated in the initial study were replicating the initial study’s strategy in two neighbouring schools in an attempt to assist the teachers in providing psychosocial support. In an attempt to explore the experiences of the teacher-facilitators I observed a STAR intervention session (November, 2008), that involved four participants facilitating a STAR intervention session at the neighbouring school. Following my observation of the intervention session, I co-facilitated a focus group, exploring the teacher-facilitators’ experiences in fulfilling the role of peer-facilitators. Two days after the first focus group, I co-facilitated a follow-up focus group for the purpose of member-checking. In addition, I relied on field notes and visual data as data sources. Based on the data analysis that followed, three main themes emerged. Firstly, the teachers seemed to ascribe meaning on a personal level in terms of their experiences as facilitators of STAR. They experienced joy in sharing knowledge and enabling others, feelings of self-worth and self-confidence, personal development and growth, as well as confirmed commitment and motivation. Secondly, they experienced a shared voice in the community, in response to the peer-facilitation of STAR, referring to appreciation and trust that inspired enthusiasm for participation in various school-community systems and a sense of community as outcome of facilitation. Thirdly, participants identified aspects related to being a peer-facilitator, in terms of overcoming feelings of uncertainty and concern, working as a team, relying on creative problem solving when dealing with potential challenges, and extending the scope of facilitation. Based on the findings of the study I concluded that the participating teachers experienced the facilitation of STAR in a positive manner on both a personal and professional level. As a result of their positive experiences, they seemed to become even more committed and motivated than initially, to support their community through the facilitation of STAR. Their positive experiences seemingly influenced their perceived development in terms of self-efficacy beliefs and actualisation, which in turn enhanced their personal and professional growth, thereby forming a cycle of improved positive experiences on various levels. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted
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Workplace HIV and AIDS-related discrimination : unravelling the phenomenon’s persistenceMukasa, Joel Wilberforce Senankya 05 September 2013 (has links)
Despite HIV and AIDS knowledge and attitude change programmes, workplace HIV and
AIDS-related discrimination persists in workplaces in many sectors, including the
education sector. This study set out to investigate why the phenomenon of workplace
HIV and AIDS-related discrimination persists; and to predict which factors were
responsible and how they related to HIV and AIDS-related discrimination in the
workplace. A stratified random sample of 205 teachers; 123 of whom were from 10
schools of varied backgrounds in Bojanala Region of North West Province of South
Africa and 82 from schools around Kampala, Central Region of Uganda was drawn.
Twenty-seven respondents of the South African sample participated in both the
quantitative survey and in-depth interview while the rest responded to a selfadministered
questionnaire. Using a stepwise regression analysis, traditional beliefs
predicted workplace HIV and AIDS-related discrimination, explained11% of variance in
the second model while the third model explained only 2% more – 13% (R square of
0.136) but each of the three models was significant (p-values of 0.000). Attitudes were
the second strongest predictor; and only HIV and AIDS-legal knowledge could predict
discrimination but not biomedical HIV and AIDS knowledge. In the in-depth interview,
incidents of discrimination were reported, possible reasons for HIV and AIDS-related
discrimination were reported; and it was found that workers varied in ways of keeping
secrets regarding sensitive information such as colleagues’ HIV-positive status, and
cited reasons for revealing such information which included malice, jealousy, moral
responsibility, anger and loose talks. There are implications for reducing workplace HIV
and AIDS-related discrimination which include: Integrating HIV and AIDS-legal
knowledge with biomedical HIV and AIDS knowledge, more efforts should be spent in
designing and imparting information to reduce traditional beliefs, develop and evaluate
instruments to measure traditional beliefs and HIV and AIDS-legal knowledge; and to
study more about secret keeping, particularly in regard to workplace HIV and AIDSrelated
discrimination. / Industrial & Organisational Psychology / D. Admin. (Industrial and Organisational Psychology)
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Workplace HIV and AIDS-related discrimination : unravelling the phenomenon’s persistenceMukasa, Joel Wilberforce Senankya 06 1900 (has links)
Despite HIV and AIDS knowledge and attitude change programmes, workplace HIV and
AIDS-related discrimination persists in workplaces in many sectors, including the
education sector. This study set out to investigate why the phenomenon of workplace
HIV and AIDS-related discrimination persists; and to predict which factors were
responsible and how they related to HIV and AIDS-related discrimination in the
workplace. A stratified random sample of 205 teachers; 123 of whom were from 10
schools of varied backgrounds in Bojanala Region of North West Province of South
Africa and 82 from schools around Kampala, Central Region of Uganda was drawn.
Twenty-seven respondents of the South African sample participated in both the
quantitative survey and in-depth interview while the rest responded to a selfadministered
questionnaire. Using a stepwise regression analysis, traditional beliefs
predicted workplace HIV and AIDS-related discrimination, explained11% of variance in
the second model while the third model explained only 2% more – 13% (R square of
0.136) but each of the three models was significant (p-values of 0.000). Attitudes were
the second strongest predictor; and only HIV and AIDS-legal knowledge could predict
discrimination but not biomedical HIV and AIDS knowledge. In the in-depth interview,
incidents of discrimination were reported, possible reasons for HIV and AIDS-related
discrimination were reported; and it was found that workers varied in ways of keeping
secrets regarding sensitive information such as colleagues’ HIV-positive status, and
cited reasons for revealing such information which included malice, jealousy, moral
responsibility, anger and loose talks. There are implications for reducing workplace HIV
and AIDS-related discrimination which include: Integrating HIV and AIDS-legal
knowledge with biomedical HIV and AIDS knowledge, more efforts should be spent in
designing and imparting information to reduce traditional beliefs, develop and evaluate
instruments to measure traditional beliefs and HIV and AIDS-legal knowledge; and to
study more about secret keeping, particularly in regard to workplace HIV and AIDSrelated
discrimination. / Industrial and Organisational Psychology / D. Admin. (Industrial and Organisational Psychology)
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