Thesis (M.A.)--Cleveland State University, 2008. / Abstract. Title from PDF t.p. (viewed on July 8, 2008). Includes bibliographical references (p. 38-44). Available online via the OhioLINK ETD Center. Also available in print.

Thesis (Th. M.)--Dallas Theological Seminary, 2004. / Includes bibliographical references (leaves 51-52).

Thesis (Th. M.)--Dallas Theological Seminary, 2004. / Includes bibliographical references (leaves 51-52).

In many professions world-wide it is common that there is supervised training called induction for newly qualified professionals before they can be appointed permanently in their positions (Health Professions Council of South Africa (HPCSA), 2017:1). The designations of the programmes differ from one profession to another. In some professions they are referred to as internships, probations or induction. What such programmes have in common is that they confirm and enhance a practitioner’s awareness of his or her status as a professional (HPCSA, 2017:1). In some countries like Scotland and regions like Ontario in Canada there are professional teacher registration bodies that use induction for beginning teachers as contemplated in the paragraph above to complete a teacher’s professional training (Ontario Teachers’ College, 2010:3; General Teaching Council for Scotland GTCS, 2012:2). However, in South Africa, although induction is intended to be available for all beginning teachers, it is not always the case in practice. Moreover, the successful completion of an induction programme is not a prerequisite for a permanent appointment as a teacher. In South Africa the professional council for education is the South African Council for Educators (SACE). Its registration requirements for educators (which allow them to teach) do not include the successful completion of an induction programme and are limited to pre-service academic qualifications and registration with SACE. The problem is that beginning teacher induction is still not fully realised in most schools in South Africa and that its purpose is uncertain (Hudson, 2012:2). The focus in this study is beginning teacher induction in primary schools in Mbombela in the Mpumalanga province. It investigates the views of beginning teachers, experienced teachers and their principals about induction in primary schools in the Mbombela area in Mpumalanga to gain insight into how induction for beginning teachers can be improved in schools to enhance the quality of education and to promote teachers’ awareness of their status as professional practitioners. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Mentoring in the workplace has become an increasingly popular trend because of its touted success at addressing the career and social related needs of employees. While the majority of the research on mentoring has examined protege benefits, far fewer studies have examined the potential negative effects of mentoring. Moreover, little is known about the antecedents of negative mentoring experiences. A primary objective of the present study was to investigate relations between mentor and protege perceptions of organizational politics and reports of functional and dysfunctional mentoring. In addition, I examined the joint contribution of functional and dysfunctional mentoring to a number of protege outcomes. Data were collected from 93 mentor-protege dyads employed across the United States by a marketing communications business. Results indicated that mentors who perceived their climate to be more political expressed greater motivation to mentor for their own self-enhancement and lesser motivation to mentor for their own intrinsic satisfaction. proteges who perceived their climate to be more political reported a greater incidence of dysfunctional mentoring. protege reports of the functional mentoring they received accounted for unique variance in predicting supervisor ratings of their performance, whereas dysfunctional mentoring accounted for unique variance in predicting turnover intentions, stress, and job satisfaction. The results of this study broaden our understanding of the manner in which mentoring relationships can go awry.

The purpose of this study was to examine the relationship between the chronological age of one's diagnosis and dysfunctional career thoughts among college students with Attention Deficit Hyperactivity Disorder. What is currently known about the timing of ADHD diagnosis and how it could potentially impact or have an effect on one's career thoughts as it pertains to making educational and career decisions is nonexistent. Given the increase of ADHD among college students, it was worth exploring the impact that age of one's diagnosis has on career thoughts. / Ph. D.

Thesis (M.C.S.)--Regent College, 1992. / Abstract and vita. Includes bibliographical references (leaves 127-133).

Thesis (M.C.S.)--Regent College, 1992. / Abstract and vita. Includes bibliographical references (leaves 127-133).

Thesis (M.C.S.)--Regent College, 1992. / Abstract and vita. Includes bibliographical references (leaves 127-133).

Title: The process of leaving a social role Author: Christine Johnsson     This paper aims to describe the process of role exit for individuals within dysfunctional families. The study begins with describing the upbringing of the individual within these families. The process of codependency inspired the approach for the study; a process that individuals go through when they leave their dysfunctional families. The theoretical approach is from Helen Rose Fuchs Ebaughs study about the process of exit a role; Becoming an ex- The process of Role exit (1988). This process that Ebaugh (1988) describes is divided into four stages. The individuals’ first step in the process is to define a doubt to the current role, the second one explains how the individual have to weigh new alternatives compared to the present situation. The third stage is about leaving the role and the fourth stage explains that the individual have to come up with an approach to the ex- role. Since this paper is about individual opinions the method that has been used is qualitative. Ten interviews has been made with individuals that grew up in dysfunctional families. The interviews were analyzed from a phenomenological approach. That means trying to understand social phenomena from the individuals’ perspective. The results presented that the informants had made a role change, they had left the dysfunctional settings and entered a new social role. Which can be compared to Ebaughs study (1988) about the process in role exiting.