Educators experience numerous daily challenges in the classroom, including learner problem behaviour. Within the classroom, problem behaviour is defined as any behaviour that interferes in the flow of the lesson. How educators experience problem behaviour, and how they manage interactions with learners who display problem behaviour in the classroom, impact on both educator and learner functioning. Difficulties in managing learner problem behaviour are viewed as a contributing cause of educator burnout, as well as educators leaving the field. Adolescent problem behaviour is particularly difficult for educators, as adolescence is often characterised by risk-taking behaviour and testing social boundaries, which may negatively affect both educator functioning and adolescent scholastic development. The importance of supporting educators to function effectively, including dealing with adolescent problem behaviour efficiently, should not be understated, as it impacts on both educator and adolescent well-being. With this in mind, this study aimed to explore educators’ experience of interactions with adolescents who display problem behaviour in the classroom, interpreted from the perspective of emotional intelligence, with the aim of identifying educator EI skills during interactions. Emotional intelligence (EI), as a sub-field of positive psychology, was used as the theoretical framework for this study, and was also utilised to identify possible effectively and low-functioning EI skills used by educators during interactions with adolescents who display problem behaviour. The literature study included background on educators’ experience of learner problem behaviour, details on the theoretical framework of the study, and on adolescence and adolescent development. This qualitative study used a descriptive and explorative design, gathering data from three high schools in the southern suburbs of the City of Cape Town. Educators (27) of both genders participated in the study by completing structured interview sheets, or participating in a focus group discussion and/or personal, in-depth interview. The educators were all adequately qualified, teaching grades 8/9 at the time of the study, were from varying cultural and socio-economic backgrounds, and had been teaching adolescents for more than one year. The structured interview, focus group discussion and personal interview questions were directed by one main question, namely: “How do you experience interactions with adolescents who display problem behaviour in the classroom?” Additional probing questions were also utilized. A generic version of thematic analysis was applied using both inductive and deductive methods of data analysis. From the inductive analysis, the following main themes emerged, contributing towards understanding the experiences of the educators’ interactions with adolescents who display problem behaviour: educators experience interactions as excessively disruptive of teaching and intense negative feelings during interactions in the classroom, which can negatively affect teaching. They also experience awareness of their own influence on interactions, which consequently influences the choice of strategy used to deal with adolescent problem behaviour. Feelings of inadequacy due to lack of insight into contextual background of the adolescents, reducing ability to provide adequate support for adolescents, were also found to be prominent. Secondary, deductive analysis was conducted using the EI model of Bar-On (2006; 2011) to investigate and interpret educator interactions with adolescents. The aim was to identify effectively or low-functioning educator EI skills used by the educators in the interactions. Flexibility, problem solving, impulse control, emotional self-awareness, reality testing, empathy and interpersonal relationship skills were identified as effectively functioning educator EI skills. Possible low-functioning EI skills were also identified: problem solving, emotional self-awareness, stress tolerance, impulse control, flexibility and self-regard. Understanding how educators experience interactions with adolescents who display problem behaviour, is the first step in the direction of effective management thereof. Findings of this study are considered in the light of international and South African research and found mostly to concur with this literature, in that educators experience problem behaviour as a serious difficulty in the classroom, especially behaviour that disrupts teaching and learning. The findings on effective use of educator EI skills are also significant, as EI has globally become an influential field within education and psychology regarding the enhancement of individuals’F personal and professional functioning. In light of findings, and seeing as literature indicates that EI skills can in fact be learnt and developed, future studies on educator functioning using EI, including the management of adolescent problem behaviour, are recommended. Further recommendations include strengthening and supporting low-functioning EI skills of educators, and including EI in educator training and development programs. Considering the importance of the classroom environment for healthy educator and adolescent functioning, supporting educators in effective management of adolescent problem behaviour in the classroom is essential, and can ultimately have positive effects on the scholastic experience of both educators and adolescents. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The management of human capital is becoming of great importance. Research on this topic is largely based on talent shortages. In South Africa, considerable attention has been given to the issue of skills shortages, which are also evident in the education environment. The government has exerted many efforts; however, despite these efforts, skills shortages are still prevalent. A definite need for reform and change is necessary, with emphasis on a more positive and combined approach, focusing on strengths use and deficit improvement, psychological empowerment, work engagement and intention to leave. Therefore, the retention of talented employees has been identified as the most important outcome of a positive organisation. The general objective of this study was to determine if the Strengths Use and Deficit Improvement Questionnaire (SUDIQ) and Measuring Empowerment Questionnaire (MEQ) were reliable and valid to administer to educators in South Africa; and whether (a) psychological empowerment mediated the relationship between perceived organisational support for strengths use (POSSU) and work engagement, and between perceived organisational support for deficit improvement (POSDI) and work engagement; and (b) whether work engagement mediated the relationship between psychological empowerment and turnover intention. The study furthermore contributed to positive psychology research, using a combined focus on strengths use and deficit improvement in relation to psychological empowerment in the education sector. A need existed to test the reliability and validity (construct and convergent) of the SUDIQ and the MEQ among educators in the Southern Cape region. A cross-sectional survey was used to reach the objectives of this study. Convenience samples were drawn from educators in the Southern Cape region (N = 271). The results revealed that the SUDIQ scale comprised four factors, namely perceived organisational support for strengths use (POSSU), perceived organisational support for deficit improvement (POSDI), proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI). In the same way, meaning, self-determination, competence and impact were revealed as the four distinct factors of the MEQ. In testing the relationships between the constructs, POSSU correlated practically significantly (medium effect) with all the MEQ constructs. PBSU correlated practically significantly (large effect) with meaning and competence, and practically significantly (medium effect) with self-determination and impact. POSDI, as a construct of the SUDIQ, showed to correlate practically significantly (medium effect) with meaning, competence, self-determination and impact. In the case of PBDI, practically significant correlations (medium effect) were aligned between PBDI and all the constructs of the MEQ. Through this study, it was revealed that POSSU significantly predicted psychological empowerment, but not work engagement. Significant and positive paths were found between POSDI and both psychological empowerment and work engagement. POSDI played a significant role in the prediction of psychological empowerment and work engagement. Furthermore, psychological empowerment played a significant predicting role in work engagement, but not with turnover intention. In the last instance, a significant and negative path was found between work engagement and turnover intention. In terms of the mediation analysis, POSSU indirectly impacted work engagement and intention to leave of educators in the Southern Cape region via psychological empowerment; and POSDI indirectly impacted work engagement and intention to leave of educators in the Southern Cape region via psychological empowerment. Lastly, work engagement was not revealed as a mediator in the relationship between psychological empowerment and intention to leave. A combined focus, incorporating both strengths use and deficit improvement, is a relative new concept and research field. Through this study educators could learn about the benefits of strengths use and deficit improvement and how those could be used to their advantage, especially in becoming more empowered in an education context. Also, this would indeed alert the schools and principals to the benefits of moving away from traditional approaches of focusing on only weaknesses or what was wrong with people, compared to a combined strengths and deficit focus. The results obtained would offer a valuable contribution to research and the limited literature available on this topic. In the South African context, it would be the first study in which the SUDIQ scale had been used in the education sector in the Southern Cape region, examining the extent to which strengths were used and deficits were developed by both employees and the organisation, and how it related to the well-being of educators. Recommendations were made for application and for future research. / MCom (Human Resource Management)--North-West University, Vaal Triangle Campus, 2015.

Abstract The purpose of this study is to find out how educators think about the design of play environment and its significance for the development and learning of the children. This study is based on qualitative interviews with five active educators. The results of the study show that the educators are looking out for the interest of the children to the largest extent possible when the play environments are designed. The theoretical outset of this study is based on a socio-cultural perspective. The result of the study also shows that the educators try to have as much materials available and visible for the children as possible. The educators pointed out that usage of recycled material is really important. Recycled materials leave plenty of opportunities for the children to use their imagination and creativity. For the educators to be able to provide motivational activity zones there has to be a wide variety of inspiring materials at preschools. This leads to development and learning for the children. Furthermore the result showed that the educators regarded large children’s groups as obstacles. The facilities of preschools are too small for these large groups. It affects sound levels, indoor temperatures and humidity inside the facilities. In addition the results showed that the ability to design good play environments is dependent on preschools having educated staff. Also evidence was found supporting the fact that there are staff shortages, which according to the educators, mean that it is difficult to create optimal play environments.

Abstract The purpose of this study is to look at how the educationalists think and work when creating play environments in preschool for children with special needs. The goal is also to show what the educationalists see as possibilities and limitations in modelling their work. The study is based on qualitative interviews with five educators in the working environment. The theoretical outset of this study is based on a socio-cultural perspective. The results showed that the educators create different environments to suit the needs for all children. The play environment are shaped to inspire, challenge and educate. The results showed that the choice of different materials is of great importance in play environments. What the educators strive for in their work is to show visibility and give appropriate access to these materials. There needs to be an appropriate amount of impressions for the children in order for them to maintain their level of focus and concentration. Materials that allow the senses to be activated were shown to be the most important for children with special needs. This can give the children the stimulants they need to be able to learn and develop. In addition the result demonstrates a number of obstacles when modelling play environments. This could be a result of poor financial situations or poor facilities. What is very clear is that when creating and developing play environments it comes down to the educators to be resourceful and creative with the means at hand.

A large number of due process hearings regarding the delivery of special education services to children with disabilities occur nationally and the number is increasing. Differences of opinion between professionals and parents concerning whether or not a child is disabled, the diagnosis of a disability, and the special services recommended or provided has resulted in parent-professional conflict accompanied by substantial financial and emotional costs to parents, professionals and educational agencies. The purpose of this dissertation is to examine the origins and dynamics of parent-professional conflict about special education services and identify promising approaches and strategies for preventing and resolving conflict between professionals and parents of children with disabilities.A comprehensive literature review revealed the major origins of conflict about special education services in the schools. These include (a) legislative mandates; (b) attrition of special education personnel; (c) ineffective leadership in the schools; (d) lack of collaboration between general and special educators and parents; and (e) hidden constraints in educational agencies such as time, money, and resources. The combination of "systemic cracks" in the nation's educational system and the failure of professionals and parents to use effective "communication and collaboration skills" were found to be the major sources of conflict between professionals and parents.Five promising approaches and strategies were identified for preventing or resolving conflicts about special education. First, identify systemic problems, initiate school-wide dialogues, and implement a change process to reform problems through legislation, policies, organizational structures, and operating procedures. Second, follow ten basic principles of dialogue and collaboration while communicating with each other. Third, engage in positive dialogue where each party reflects and takes responsibility for reaching a mutually shared alternative solution by understanding the other person's point of view and conversing as equals. Fourth, train professionals to adopt an interest-based approach to dispute resolution by engaging all stakeholders in a school-wide dialogue, addressing underlying interests or needs rather than reacting to demands. Fifth, use third party intermediaries such as parent-to-parent assistance, dispute resolution case managers, individualized education program facilitators and intervene at the onset of the conflict.

Disertacinio tyrimo objektas – socialinių pedagogų rengimas. Nagrinėjant šį objektą, sprendžiama tyrimo problema – socialinio pedagogo kaip profesijos patarėjo rengimas, kuri konkretizuojama probleminiais klausimais: kokios socialinio pedagogo kaip profesijos patarėjo veiklos charakteristikos ir šiai veiklai būtinos kompetencijos; kokia turėtų būti socialinės pedagogikos studijų programos, skirtos profesijos patarėjo kompetencijoms ugdyti, struktūra, kad būtų užtikrinta sąveika tarp visų studijų programos parametrų ir būtų sudarytos prielaidos rengti specialistą, gebantį teikti profesinio orientavimo paslaugas ir kokie socialinės pedagogikos studijų programos, skirtos profesijos patarėjo kompetencijoms ugdyti, realizavimo veiksniai lemia kompetencijų įgijimą. Tyrimo tikslas – socialinės pedagogikos studijų programos pagrindu teoriškai ir empiriškai pagrįsti profesijos patarėjo kompetencijų ugdymo modelį. Teoriniu atžvilgiu disertacinis tyrimas atskleidžia ir pagrindžia socialinio pedagogo kaip profesijos patarėjo veiklos charakteristikas ir kompetencijas, teorinį studijų programos alternatyviai pasirenkamos dalies turinio konstravimo modelį, studijų programos realizavimo veiksnius, laiduojančius kompetencijų įgijimą bei nuolatine refleksija, savęs vertinimu ir grįžtamuoju ryšiu pagrįstą kompetencijų vertinimo ir įvertinimo metodiką, atliepiančią į besimokantįjį orientuotos mokymosi koncepcijos nuostatas. Praktinis rezultatų reikšmingumas: socialinės pedagogikos studijų... [toliau žr. visą tekstą] / Object of the research is training of social educators. Through the analysis of this objective, the main research problem - training of a social educator as a vocational adviser – is considered. It consists of the following problem questions: what are the main operational characteristics and competences of a social educator as a vocational adviser, what should the structure of a social pedagogy study programme aimed at developing competences of a vocational adviser look like in order to ensure the interaction between all the parameters of a study programme and create the conditions for preparation of a specialist able of providing vocational guidance services and which factors of a social pedagogy study programme aimed at developing competences of a vocational adviser determine the acquisition of competences. Goal of the research: on the basis of the social pedagogy study programme, to justify (both from the theoretical and empiric point of view) a competences development model of a vocational adviser. From the theoretical point of view, this doctoral thesis research reveals theoretical assumptions for the activity of a social educator as a vocational adviser, operational characteristics and competences of a social educator as a vocational adviser, factors for the realisation of study programmes providing for the acquisition of competences and the methodology for the evaluation and assessment of competences based on the continuous reflection, self-evaluation and feedback and... [to full text]

This research study deals mainly with the educator professionalisation in the post democratic South Africa, paying attention to the role of a professional council in promoting educator professionalism. The status and image of teaching in this country seem to have been viewed From the racial and cultural differences of communities previously. The democratic dispensation brought an end to this unfair racial and cultural discrimination in the education system through the establishment of a non-racial professional council for educators (i.e. SACE). The research aims are to determine: - The characteristics of a professions and those needed for educator professionalism; and - the role of the a professional council in promoting educator professionalisation. In order to attain the above-mentioned research aims, a literature review and an empirical investigation were undertaken. The literature study was used to clarify concepts such as occupation, semi-profession, profession, professionalisation and professional status. Secondly, characteristics or common features associated with traditional models of professions (ie. accounting, law and medicine) were discussed from a theoretical point of view. Lastly, the literature study highlighted the establishment of professional councils for educators in other parts of the world, including South Africa. The different forms of legislation and policy documents applicable in education were discussed. In order to determine the extent to which teaching adheres to or fulfils the characteristics associated with a profession, teaching was tested against these characteristics. The history of the establishment of SACE was briefly discussed and the objectives or role of this organisation in educator professionalisation concluded this chapter. The empirical research was conducted by using the questionnaire as a measuring instrument. The advantages and disadvantages of the questionnaire as measuring instrument were highlighted. The target population comprises of 239 educators from a total population of 2070 educators in Lejweleputswa and Northern Free State Education Districts -Free State Province. The data collected in the investigation was processed through the SAS computer package to establish frequencies and percentages of responses mean scores ranking, t-test procedures and the effect sizes. The results were then presented tables, analysed and interpreted in accordance with the literature study. The literature study revealed that like all other occupations, teaching aspires to attain recognition and status as a profession. It was also revealed that teaching partially satisfy characteristics associated with professions. The empirical study revealed that the employment of un- or under qualified educators is still prevalent in South African schools. In the last chapter, Chapter 5, conclusions from the literature review and empirical investigation were drawn. The recommendations with regard to the role of SACE in educator professionalisation were provided. Finally based on the research, future research studies in SACE and educator professionalism were recommended. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

According to legislation, common law and case law, South African educators have a responsibility to ensure the safety of learners. Above all, God has placed children in our care and it is our God-given duty to take care of them. For educators to be able to perform this duty of care as it should be, they need to be equipped with the necessary legal knowledge. However, the acquisition of this knowledge remains the primary responsibility of each educator. Other educational role-players also have some moral obligation and responsibility to assist educators in attaining such knowledge. As educators should acquaint themselves with the relevant legislation regarding duty of care, such legislation should be accessible to all educators. Principals should encourage educators to become acquainted with the content of the relevant education laws. All the determinants regarding duty of care ought to be general knowledge to educators. Principles such as what torts comprise of, the requirements of delictual accountability, reasonable foreseeability and preventability and the reasonable educator test should be as well-known as subject didactical knowledge. Real-life situations and case law should be used to ensure a clear understanding of these principles. Tendencies in international law should also be communicated to educators. This study determined that educators do not have sound legal knowledge to meet the minimum requirements set by legislation, common law and case law. Tertiary institutions will have to compile training programs urgently so that education departments, trade unions, governing bodies and principals can make it available to educators, who, in turn can empower themselves with relevant, practical education law knowledge. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

This study focuses on the impact that relinquishing a child for adoption has on adolescent birthmothers. The study seeks to understand factors leading up to the adoption, the adoption process and factors impacting negatively on the birthmother following adoption, which influence school performance negatively. The factors impacting negatively on school performance are delineated by an empirical study founded on relevant literature. Five others who relinquished their babies for adoption were interviewed. Correlations were drawn between the factors identified within the literature study and new factors emerging h m the interviews. The study aims to provide Life Orientation educators with information regarding adoption, the adoption process and the impact adoption has on the birthmothers. Furthermore the study seeks to provide guidelines for the Life Orientation educators to help other work through factors that impact negatively on their school performance. The results of the study delineate seven definite factors impacting negatively on the birthmothers and their school performance. The school performance of the others to whom these Factors can be attributed, deteriorated drastically, while birthmothers who felt content with their decision showed almost no deterioration in their school performance. Further study with a greater number of birthmothers is needed to confirm the results obtained within this study. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

Syftet med vår studie är att undersöka hur pedagoger uppfattar entreprenöriellt lärande i grundskola och fritidshem.  Anledningen till att vi valt att forska kring pedagogers uppfattningar och erfarenheter om entreprenörskap och entreprenöriellt lärande, som också är vårt syfte med studien, är att vi läst i styrdokument att det är viktigt att arbeta med entreprenöriella förmågor i skolan men inte erfarit hur ett sådant arbete kan se ut eller märkt av att andra skolor arbetar med det. Med hjälp av en kvalitativ metod och en fenomenologisk ansats har vi därför samlat in datainformation om pedagogers erfarenheter och upplevelser kring entreprenöriellt lärande i skola och fritidshem. Vi genomförde parintervjuer för att värdera den sociala interaktionen vi märkte under en pilotintervju, samt att pedagogerna skulle kunna hjälpas åt med att berätta om deras upplevelser och erfarenheter kring entreprenöriellt lärande. Resultatet visar på att pedagogerna delar samma uppfattningar om vad begreppet innebär, nämligen att det är svårdefinierat samt att det handlar om andra förmågor och kompetenser än vad de vanliga skolämnena kräver, även fast arbetet ser olika ut på olika skolor och fritidshem. Samtliga pedagoger tycker även att detta är viktigt att arbeta med trots att det finns många saker runtomkring som påverkar arbetet med entreprenöriellt lärande, som till exempel tidsbrist, brist på kunskap om begreppet samt att många utav de skolor som pedagogerna arbetar på har bestämt att pedagogerna ska gå olika fortbildningar för att utveckla verksamheten på olika sätt. Något som vi har kommit fram till under studiens gång är att skolans roll inte endast är att utveckla elevernas kunskaper inom de olika ämnena, utan skolan har även i uppgift att förbereda eleverna inför livet efter skolan som ansvarsfulla medborgare, att lära för livet.