Den fysiska aktiviteten minskar bland befolkningen. En mer stillasittande livsstil bidrar till övervikt och fetma som i sin tur kan orsaka livsstilsrelaterade sjukdomar. I arbetet för att öka den fysiska aktiviteten i befolkningen har fysisk aktivitet på recept utvecklats som metod inom sjukvården. I Landstinget Västmanland tillämpas denna arbetsmetod under begreppet Ordinerad Fysisk Aktivitet (OFA). På uppdrag av Landstinget Västmanland genomfördes denna studie. Syftet var att undersöka avdelningschefernas uppfattningar kring arbetet med OFA samt arbetet med fysisk aktivitet riktat till medarbetare och befolkning på rehabiliteringsavdelningarna och medicinmottagningarna i Västmanlands län. En kvalitativ ansats tillämpades för studien genom intervjuer. Resultatet visar på svårigheter med införandet av OFA i verksamheten. Avdelningarna saknar rutiner och mål för OFA som arbetsmetod. Men viljan att arbeta med OFA finns på avdelningarna samt förståelsen för dess betydelsefulla hälsosamma effekter för patienterna. Medarbetarna på avdelningarna har tagit del av det material och utbildningar som finns men arbetet med OFA går långsamt framåt. Förmåner för medarbetarna, angående fysisk aktivitet, finns som ersättning från Landstinget Västmanland samt för några avdelningar, friskvårdshalvtimme i veckan. Flera avdelningar deltar i aktiviteter för att öka den fysiska aktiviteten hos medarbetarna. Avdelningarna har däremot inget riktat arbete mot befolkningen angående fysisk aktivitet. Det finns inga riktlinjer för hur detta arbete ska fungera. Utvecklingsmöjligheterna för ett befolkningsinriktat arbete bedöms vara små. / Physical activity decreases among the population. A more sedentary life style contributes to overweight and obesity which can cause life style related diseases. In the work to increase physical activity among the population physical activity on prescription has developed as a method in health care. In the County Council of Västmanland this working method applies under the concept Prescribed Physical Activity (OFA). This study was accomplished commissioned by the County Council of Västmanland. The aim of the study was to examine the opinions of the head of department, in the department of rehabilitation and the department of medicine in the County Council of Västmanland, about the work with OFA and the work on physical activity targeted to the employees and the population. A qualitative approach was applied for the study through interviews. The results show the difficulties with the introduction of OFA in the departments. The departments lack of routines and objectives for OFA as a work method. But the willingness to work with OFA and the understanding of its significant health effects for patients occurs in the departments. Employees of the department have taken note of the materials and educations available but the work with OFA is making slow progress. Benefits for the employees, regarding physical activity, is compensation from the County Council of Västmanland, and for some departments, half an hour of health related activities a week is available. Several departments are involved in activities to increase physical activity among the employees. The departments have no direct work to the population regarding physical activity. There are no guidelines on how this work should be carried out. The potential for a population-oriented work is considered to be small.

The aim of this research project is three-barrelled: • to ascertain the nature of job satisfaction; • to ascertain which factors, according to literature, lead to the job satisfaction of the female head of department at a secondary school; • to ascertain which factors in the practice of education lead to the job satisfaction of the female head of department at a secondary school. To achieve these goals a literary study as well as an empirical research was undertaken. The literary study was done from primary and secondary sources. A DIALOG computer search was done with the following words: females, sex fairness, leaders, women administrators, career leaders, promotion, motivation, work satisfaction, female teachers, secondary school. Consequently the nature of job satisfaction was discussed. After having identified the management factors that have an influence on the female head of department job satisfaction, these factors were grouped and discussed under the following sub-divisions: • Factors that are situated in the head of department herself • Interpersonal relations • Factors concerning the job situation • Career development • Factors on managerial level that have an influence on job satisfaction Based on these factors a questionnaire was compiled from existing questionnaires (those of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996; Kirsten, 2000 and the Minnesota Importance Questionnaire, 1985). A systemized sample was used by which female heads of department of secondary schools in the North West Province were involved. The questionnaires were sent to the study population. The information thus gathered was statistically processed and interpreted. On account of these data, recommendations were made. The empirical research showed that female heads of department of secondary schools experience to a certain extent job satisfaction, but also that certain factors need attention. Based on the empirical study, recommendations were made. The most important one being the need to look incisively into adaptable scales of salary according to qualifications, as well as compensation that compares well with comparable jobs. It is important that the programme of rationalisation should be completed as soon as possible so that the matter of job security can be looked into seriously. The education authorities need to look into effective and fair evaluation for promotion, as well as into the physical work conditions of the female head of department / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

The aim of this research project is three-barrelled: • to ascertain the nature of job satisfaction; • to ascertain which factors, according to literature, lead to the job satisfaction of the female head of department at a secondary school; • to ascertain which factors in the practice of education lead to the job satisfaction of the female head of department at a secondary school. To achieve these goals a literary study as well as an empirical research was undertaken. The literary study was done from primary and secondary sources. A DIALOG computer search was done with the following words: females, sex fairness, leaders, women administrators, career leaders, promotion, motivation, work satisfaction, female teachers, secondary school. Consequently the nature of job satisfaction was discussed. After having identified the management factors that have an influence on the female head of department job satisfaction, these factors were grouped and discussed under the following sub-divisions: • Factors that are situated in the head of department herself • Interpersonal relations • Factors concerning the job situation • Career development • Factors on managerial level that have an influence on job satisfaction Based on these factors a questionnaire was compiled from existing questionnaires (those of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996; Kirsten, 2000 and the Minnesota Importance Questionnaire, 1985). A systemized sample was used by which female heads of department of secondary schools in the North West Province were involved. The questionnaires were sent to the study population. The information thus gathered was statistically processed and interpreted. On account of these data, recommendations were made. The empirical research showed that female heads of department of secondary schools experience to a certain extent job satisfaction, but also that certain factors need attention. Based on the empirical study, recommendations were made. The most important one being the need to look incisively into adaptable scales of salary according to qualifications, as well as compensation that compares well with comparable jobs. It is important that the programme of rationalisation should be completed as soon as possible so that the matter of job security can be looked into seriously. The education authorities need to look into effective and fair evaluation for promotion, as well as into the physical work conditions of the female head of department / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

This study compares an effective school and ineffective school, in terms of how internal leadership and management of each school contribute its effectiveness. As a result, the study explores why one of two schools located within the same socio-economic environment, funded uniformly and controlled by the government at same levels of commitments is effective, while the other seems ineffective. Therefore, this thesis raises questions to know how internal school stakeholders’ leadership and management practices contribute to school effectiveness in each of the schools. A comparison was undertaken by firstly exploring how school leadership and management practices of School Leadership and Management Teams (SLMT) and secondly, understanding how teachers’ classroom leadership and management contribute to school effectiveness respectively. Therefore, in an attempt to answer the main research question: How do leadership and management dynamics contribute to school effectiveness? Other identified sub-questions were raised. Furthermore, a review of relevant literature uncovered what makes good and quality school leadership, management and; classroom leadership and management in ensuring school effectiveness. Data was collected from identified key role players within the two sampled schools. They include a school principal, vice-principal, Head of Departments (HOD), a teacher and classroom student leader (class captain) each, making-up a total of ten participants in the study - (five participants from each school). The researcher utilised one-on-one semi-structured interview, observations and document analysis or review in order to obtain rich qualitative data. By adopting the a-priori approach of data analysis, codes were generated manually from the interviews, observations and documents analysis/reviewed and measured against identified school leadership and management and; classroom leadership and management sub-themes/criteria in the literature reviewed in this study. From the data obtained, analysed and discussed, it was found that School A was exceptional in terms of leadership and management practises compared to School B. Although School A and B showed similar, but negligible characteristics in school planning, organising, management of change and; coordination of school teaching and learning, School A’s strength in terms of management of the school, lies in its availability of school policy on teaching, decision-making, delegating, control, motivating, communicating, management of interpersonal relationships, school climate, culture, change, management of conflict and school school-community relationships. In addition, even though School A and B teacher exhibited similar elements like, teaching methods ability, planning of their teaching and they both lack written classroom policy in their classroom leadership and management practices, differences like classroom leadership, motivation, communication, classroom climate and control exhibited by School A teacher during teaching and learning makes him far better, in comparison to School B teacher. Conclusively, the exceptional leadership and management practices by the School Leadership and Management (SLMT) of School A and its teacher in comparison to School B brought about multiplicity of other findings in this study. In the overall, it is believed that the interrelatedness of the exceptional leadership and management behaviour and practices of school A SLMT and teacher, is a consequence of the culture of the school, which has been built and maintained over the years and thus, influenced its climate in contributing to school effectiveness. / Thesis (PhD)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

With nineteen years of democracy behind us, South Africa has experienced uncountable changes within its borders and on various playing fields. One of the most memorable changes, in my opinion, was in education. This motivated me to embark on a study about the responses of Heads of Departments (HoDs) to curriculum changes. I especially wanted to focus on the management of those changes. The focus on HoDs arose from the devolution of responsibility from the principal to the HoD with regard to curriculum change. This uninterrupted cycle of curriculum change that South Africa is experiencing occupies the HoDs to a large extent. They have to ensure that the changes take place as smoothly as possible with as little resistance as possible. In order to accomplish this, one would think that the HoD would be trained in managing a department and curriculum changes. This is unfortunately not the case, and they are following their own guidelines that they have constructed through trial and error. This study was conducted through a narrative design within a qualitative framework, allowing me to give a voice to those who have none. It required me to have focus group interviews, which laid the foundation for my semi-structured interview. The use of documents assisted with the crystallisation of the data. This research was conducted in the Lady Frere district of the Eastern Cape. There were two sets of HoDs from different schools, and one participant willing to participate in a semi-structured interview. The purpose of this study was to find out what guidelines HoDs had constructed by looking at HoDs’ responses to, and management of curriculum changes since 2005. It became very clear that there is some confusion about what is expected of the HoD during the change process and the HoDs in this study felt it better to follow traditional methods of teaching, as this was all they knew. However, the focus on producing quality education was very important to them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated. The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations). The following contributions are made by the study: * The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes. * HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas. * HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate. * This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations. Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university. / Industrial & Organisational Psychology) / D. Com. (Consulting Psychology)

Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated. The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations). The following contributions are made by the study: * The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes. * HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas. * HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate. * This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations. Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university. / Industrial and Organisational Psychology) / D. Com. (Consulting Psychology)

Work-related teacher stress is indeed a major problem in schools. The main aim of this study was to investigate the role of the Head of Department in alleviating work-related teacher stress among primary schools in the Temba Circuit. The research problem was investigated by means of a literature study and an empirical investigation. The literature study identified the main causes of teacher related stress. A qualitative inquiry using semi-structured focus group interviews with teachers and semi-structured individual interviews with Heads of Department were conducted in order to find answers to the research questions. It was found that the main sources of teacher stress could be grouped into four main categories, namely, interpersonal, organisational, professional and personal stressors. Guidelines to be considered by Heads of Department to alleviate the stress that teachers under their auspices are encountering were developed on the basis of these four categories of teacher stressors. / Further Teacher Education / M. Ed. (Education Management)

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Management and Leadership / M. Ed. (Educational Management)

Studies on women principals and leadership have been conducted in both developed and developing countries. Not much research on women leadership has been undertaken in Sekhukhune region in rural Limpopo, South Africa. The study’s interests were in the representation of women in leadership in this region. It sought to explore leadership experiences of women principals working in secondary schools in rural areas. In addition, the study sought to understand what led to their appointment, particularly in a deeply traditional and patriarchal society such as Sekhukhune region, considering both barriers as well as enhancers and how they impacted on their progress to principalship. Data were collected by means of qualitative methods; semi-structured interviews were held with six women principals from public schools only. Structured observation was also conducted during school visits, as well during interviews wherein field notes were also taken. School documents such as SGB and minute books, some policy documents, noticeboard documents, time-books, attendance registers were analysed. Existing literature on women and leadership was reviewed. Data collected was transcribed, analysed, interpreted, and findings were presented. Women principals spoke of their everyday work experiences within the context of sharing challenges and strengths in their careers. The study found out that women are their own motivators, which serves as a strong enhancer. However, women still face organisational barriers particularly in the selection procedures where gender discrimination is evident. Findings revealed that women principals continue to face myriad administrative and personal challenges when caring out their managerial duties. These include resistance from communities and staff often displayed by stereotypical attitudes and discrimination. In order to cope with some of the challenges, participants in this study innovatively employed various leadership styles such as care and nurturing, collaboration, androgyneity and spirituality. Stereotyping still exists as leadership is viewed from a male perspective. In conclusion, this study discovered that women principals displayed some values of liberal feminism in their leadership experiences; they demonstrated that they can do great things by taking part in the public sphere. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)