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Educators' perception of school climate in primary schools in the Southern CapeDe Villiers, Elsabé 31 December 2006 (has links)
The aim of this research was to determine the perceptions of school climate of
178 educators of six primary schools in the Southern Cape. Two instruments,
namely The Organizational Climate Description Questionnaire Rutgers
Elementary (OCDQ-RE) and Dimensions of Organizational Health Inventory
of Elementary Schools (OHI-E) were used. The results indicated that primary
school educators in the Southern Cape perceived their relations with their
principals as more closed, while educator-educator relations were being
perceived as more open of nature. The typical climate prototype for the
relevant primary schools, was an engaged school climate. Regarding the
overall organizational health of primary schools, average health profiles were
found. A significant relationship was found between the perceptions of
primary school educators with regard to organizational climate and
organizational health. A significant difference between educators of different
primary schools was found regarding their perceptions of all the different
dimensions of both organizational climate and health. / Educational Studies / M.Ed. (Education Management)
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Creating an elementary charter school: power, negotiations, and an emerging culture of careTreviño, Ramona Sullivan 28 August 2008 (has links)
Not available
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Using role reversal in the treatment of learners with performance anxiety in the school environmentCrous, Charleen 10 1900 (has links)
In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation.
My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective.
The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease. / Psychology of Education / M. Ed. (Guidance and Counselling)
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Using role reversal in the treatment of learners with performance anxiety in the school environmentCrous, Charleen 10 1900 (has links)
In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation.
My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective.
The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease. / Psychology of Education / M. Ed. (Guidance and Counselling)
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