Distansarbete har tidigare ansetts vara framtiden. I och med Covid-19 pandemin och folkhälsomyndighetens rekommendationer, har processen skyndats på och idag är rekommenderat distansarbetet en vardag för många. Distansarbetet innebär att de sociala tillfällena på arbetsplatsen blir färre och tidigare forskning menar att det kan ha negativ inverkan på arbetsmotivationen. Då flertalet undersökningar visar att både företag och anställda tror på en framtid där distansarbetet kommer fortsätta, är det av stor vikt att undersöka vilka effekter distansarbetet har. Då medarbetarnas motivation har en betydande roll för en organisation är det viktigt att skapa medvetenhet och kunskap kring vilken inverkan rekommenderat distansarbetet har på motivationen, vilket är syftet med förevarande uppsats. För att skapa denna medvetenhet och kunskap har ett empiriskt underlag samlats in genom semistrukturerade intervjuer där elva medarbetare från ett företag inom IT-branschen har medverkat. Studien drar slutsatser om att medarbetarna upplever sig sakna den sociala kontakten med sina kollegor men att den däremot inte är lika viktigt för arbetsmotivationen som vissa teorier påstår. Studien har kunnat uppmärksamma att andra behov som exempelvis känsla av självständighet, utvecklande arbetsuppgifter och möjlighet till att påverka sitt arbete har en mer och större betydande roll för medarbetarnas motivation under det rekommenderade distansarbetet. Studiens resultat bidrar till att skapa större kunskap kring hur medarbetares arbetsmotivation kan bibehållas om distansarbetet fortsätter efter pandemin. / Teleworking has previously been considered the future. Due to the Covid-19 pandemic and the Public Health Agency's recommendations, the process has been speeded up and today recommended telework is a daily occurrence for many. Teleworking means that the social opportunities in the workplace have become fewer and previous research believes that it can have a negative impact on work motivation. As surveys show, both companies and employees believe in a future where teleworking will continue, it is of a great importance to investigate the effects of telework. As motivation of the employees has a significant role for an organization, it is important to create awareness and knowledge about how recommended teleworking affects motivation, which is the purpose of the present thesis. To create this awareness and knowledge, an empirical basis has been collected through semi-structured interviews in which eleven employees from a company in the IT industry have participated. The study concludes that employees feel that they lack social contact with their colleagues, but that this is not as important for work motivation as some theories claim. The study has been able to draw attention to the fact that other needs, such as a sense of independence, developing work tasks and the opportunity to influence their work, have an increasingly significant role in employee motivation during the recommended distance work. The results of the study contribute to creating greater knowledge about how employees' work motivation can be maintained if teleworking continues after the pandemic.

archives@tulane.edu / Political and religious attitudes are central to social identities and influence individual behaviors, intergroup relations, and government policies. Previous research has found that political and religious beliefs may be shaped by people’s motivational goals. Meanwhile, another line of research has highlighted the psychological importance of parental care as a key motivational system. The present research investigated whether activation of the parental care motivational system can influence political and religious attitudes. Existing work has found reliable correlational evidence consistent with this hypothesis, but has found only equivocal evidence of a causal relationship. Thus, the present study tested the hypothesis that experimentally inducing parental care motives would lead to an increase in social conservatism and religiosity. This study also included measures of the political and religious attitudes of participants’ parents to test whether this potential confound could account for previous correlational findings. Three hundred and seventy-six student participants performed an interactive manipulation in which they imagined and described either a positive parenting activity or an activity unrelated to parenting. There were no main effects of condition on the two outcome variables, social conservatism and religiosity. However, moderation effects emerged, such that participants who reported stronger emotional responses to the manipulation showed increases in both social conservatism and religiosity, relative to the control condition. Correlations between the main variables were unaffected by controlling for participants’ parents’ attitudes, thus failing to support a key alternative hypothesis. These results lend further—albeit tentative –support to the causal hypothesis that parental care motivation leads to greater social conservatism and religiosity. / 1 / Nicholas Kerry

The purpose of this research was to understand how leaders in organisations generate hope in their followers. High hope leaders who generate hope in their followers may be described as leaders who have a positive and engaging management style, and who positively influence the people around them by generating hope. There is significant evidence that a large part of a leader’s role is to inspire hope in followers, and that high hope managers are more effective and successful than leaders who lack hope. Leaders who inspire hope in followers were identified, and nine qualitative semistructured depth interviews were conducted with the followers of these leaders. What emerged was a checklist of behaviours, actions and attitudes of high-hope leaders, which may in future serve as a guide for other leaders who seek to increase their positive influence on followers, and consequently, their positive impact on organisations and the economy. Nine common behaviours which were key in generating hope in followers emerged from this research, these are: 1. Each of the leaders has a high level of personal competence and credibility – they are personally very smart and very successful 2. They trust their people implicitly, and don’t micromanage followers 3. They empower their people 4. They are keen developers of people 5. Access to the leader is relatively easy – they are available to their people 6. They believe in and believe the best about their people 7. They are great communicators, and willingly share knowledge and information with their followers 8. They relentlessly drive high performance 9. They inspire their followers to work hard, and contribute large amounts of discretionary effort / Dissertation (MBA)--University of Pretoria, 2009. / Gordon Institute of Business Science (GIBS) / unrestricted

Syftet med studien är att se vad elever tror påverkar deras intresse för fysik, om vardagskopplingarär nödvändiga eller kanske om kunskap i sig kan vara gott nog. Studien har genomförts genomkvalitativa intervjuer med gymnasieelever i årskurs 3 som sedan analyserats utifrån ettfenomenografiskt perspektiv. Resultatet visade att beroende på elevens intresse för fysik bedömdeeleven vardagskopplingar som olika viktigt, men hade också olika lätt att se kopplingar mellanfysiken och vardagen. Vidare framkom att kunskap i sig var något som kunde motivera elever attanstränga sig. Här betonades känslan av att klara en svår uppgift eller visa sig smart inför vänner.Dessutom visade det sig att matematiken och fysiken för eleverna var tätt sammankopplade. Enbarten elev tyckte att matematiken bidrog till ökad förståelse av fysiken. Resten av eleverna tyckte attmatematik i fysik gjorde ämnet mindre intressant och gjorde eleven mindre motiverad till att läsafysik i skolan.

Better utilization of foster families might be linked to parents' reasons for fostering. This study used data from the National Survey of Current and Former Foster Parents to examine relationships between reasons for fostering and types of services and length of service foster parents provide. Top reasons for fostering were child-centered. The least endorsed reasons were self-oriented. Those who fostered to help children with special problems were more likely to have a child placed, had more children, and had fostered more types of special needs children. Parents who fostered because their children were grown were more likely to have a child placed, had more children, and were more likely to intend to continue fostering. Conversely, parents who wanted to be loved or who wanted companionship fostered fewer children Implications for improving foster family utilization are discussed.

No description available.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017 / The purpose of this study was to investigate the relationship between motivational factors and job satisfaction. A descriptive research design was used in the study to investigate what motivates teachers to be committed to their jobs. The sample consisted of 521 teachers, ranging from pre-school up to high school. To meet the objectives, a three part questionnaire was designed, collecting data on teacher motivation, teachers’ job satisfaction and demographic variables. The researcher used Statistical Package for the Social Sciences (SPSS) as a statistical analysis tool to describe and present data and provide evidence. Findings of the study revealed that although teachers were motivated, they were not necessarily satisfied. Motivational factors were ranked and it was found that teachers were mostly motivated by being regarded as role models, the desire to achieve goals, students’ success, being competent in the field and good teachers’ relations. At the bottom of the list were the least motivating factors which were: progression and promotion, balance of work and family, administration work and income that did not satisfy their needs. Findings also revealed that teachers were satisfied with their relations with inspectors, disciplined learners who were willing to learn, buildings and equipment. Findings showed that poor teachers’ relations did not affect their job satisfaction. At the bottom of the ranking were: noise, being penalised, poor salary, marking of work for large classes and teaching large classes. This showed that teachers were least satisfied with these aspects. Significant relations were found between demographic variables and motivation, as well as job satisfaction. The results revealed that gender had no statistical significant relationship to teachers’ motivation and job satisfaction. A teaching qualification had no statistical significant relationship to teachers’ motivation, but it was a statistically significant relationship to teachers’ job satisfaction. Age, phases and teaching experience showed statistical significant relationship to teachers’ motivation and job satisfaction though the correlations were low in all the variables. This has shown that gender and teaching qualification have had no effect on motivation and job satisfaction. Age, phases and teaching experience all have had effects on teachers’ motivation and teachers’ job satisfaction. Based on the findings, discussions and the conclusions drawn, School governors should create an environment where teachers work as a team, use disciplinary measures sparingly, ensure there is an adequate level of educational technology, and strive to create a positive school atmosphere with the full participation of its teachers. The government should also ensure that conditions of service of teachers, and other sectors of the economy, are equitable. Teachers’ self-esteem and teachers’ social status could be enhanced by providing teachers with effective training, decent working conditions, and enhanced remuneration, and by sensitising all educational stakeholders aimed at improving, restoring the dignity and status of the teaching profession.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017 / This study focused in investigating student’s poor academic performance with emphasis on the relationship between motivational factors and scholastic achievement amongst students across the Further Education and Training phase. Using rural-based schools as a case study that underperformed in 2014, this study presented the results from a survey and that was conducted to Grade 10 to 12 students using Motivation and Engagement Scale-High School (MES-H). The findings suggested that both internal and external factors contributed to student’s academic performance. The results showed that internal factors like student self-confidence, planning, hard work were some of the dominant internal factors that promoted student engagement high academic performance while anxiety, uncertain control and self-sabotage were major indicators of poor academic performance and disengagement. The study found that external factors like parental involvement, collaborative learning and good life were highly illuminated as positive external contributors to student’s high academic performance. This study argued that both the internal and external factors played a vital role towards enhancing and developing student’s high academic performance standards. This study contributed to the body of knowledge in the student academic performance arguing that parents and teachers have an equal and dual responsibility towards student success. For the future research, the researcher propose that the investigation should be extended to the majority of students for the better generalization of the findings based on the relationship between motivational factors and school success. Further research that includes educators, students and parents in the education system could be ideal. The research that will focus on parents, teachers and students should be undertaken to further contribute to the research agenda that seeks to understand student motivation and academic success. This type of research will extend the understanding of motivational factors and student success from an extended view beyond the classroom and school setting. The research should be conducted in both urban and rural areas. The study gives some information relating to the issue of students affected by their environment. Further investigation can be done on students from, different environments (township, suburbs, rural etc.)

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2014 / The main aim of the study was to explore factors which influence levels of teacher motivation at schools under the jurisdiction of uThungulu district in KwaZulu-Natal Province. In particular the study sought: • To determine factors that influence levels of teacher motivation at both primary and secondary schools in the said district • To determine the effects which these factors have on the teachers’ daily teaching and learning activities at schools where they are employed, and • To explore teachers’ views or opinions with regard to what they think the employer should do to improve the conditions of service as professionals, A purposive sampling design was adopted to draw a sample of 120 teachers from 8 primary and 7 high schools falling under uThungulu district. The researcher used a questionnaire to collect data from the respondents. Both qualitative and quantitative methods were used to analyze data. Data from close- ended questions was analyzed by means of descriptive statistics. Raw data was converted into percentages, and then it was spatially represented by means of bar graphs and pie-charts. Content analysis was used to analyze qualitative data after identifying and grouping together similar themes in the protocols. The results of the study showed inter alia that low salaries, learner discipline, lack of security at schools, political interference in the education system, ever-changing education policies, and lack of recognition were the most important factors which impacted on the level of teacher motivation. There was also an indication that lack of teaching and learning resources such as textbooks and computers, overcrowding in the classrooms, corruption, and lack of adherence to the guidelines for promotions all contribute to teachers becoming demotivated in their attempt to execute their duties in a dedicated and responsible manner. There was a general agreement among the respondents that the employer needs to address the workers concerns as one way of improving the working conditions in the teaching profession. They felt that the salaries that they earn were not worth the amount of work they had to carry out on a daily basis at schools. Another factor which emerged was the issue of orphaned children who were breadwinners in their families because of HIV and AIDS pandemic, as well as high rate of teenage pregnancy. Teachers felt they had become social workers and sometimes even nurses which professions they were never trained for. This situation, which was indicated to be even worse at high schools, had greatly forced teachers to portray these other roles, putting their very own lives at risk. In the process they felt their profession was being greatly compromised.

A dissertation submitted in partial fulfilment of the requirements for the degree of MASTERS IN EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF ZULULAND, 1993. / The aim of the study was to undertake a literature study of the life-world of the principal and to describe how changes in society have effected his motivation of his staff and pupiIs. As an introduction a psychopedagogical perspective on the role of the principa.1 an motivating his staff and pupils is given - When the beginner principal or a serving principal enters his school he may find teachers and pupils but he may not be certain of their willingness to be totally involved. Broadly speaking the principal is a leader and as such it was necessary to look at a few definitions of leadership. The definitions are as many as there are authors on the topic - But it is generally agreed that it be taken as the process of influencing the activities and behaviour of an individual or a group towards goal achievement in a given situation. Leaders are people who have the ability to get others to co-operate with them in doing something. They can be described as people who know the way and go the way. They include the foilowing: Agitator or reformer; the bureaucrat and nomathet; the ideographic and authoritarian, etc. Leadership is often linked with motivation which can be defined as the intensity of the involvement in anything that a person does. Many authors have from time to time come out with a variety of apt descriptions all bordering on the influence on the conduct that some person has on others.Indeed leadership is concerned with the implementation of those policies and decisions which succeed in directing the activities of an organisation or school towards its specific goals. It has been said that the effective running of a school is dependent on the principal as the leader. The school will be what he makes it. He is responsible for everything that takes pi ace in it. He is even responsible for those functions which he has delegated to his sub—ordinates. The leader must be sufficiently motivated in the work of the group. In the school situation the inspiration and drive of the principal must motivate the staff to join forces and became a vibrant body. In the same vein there must be? a relationship of trust, understanding and authority. It is through the principal's experiences of reality that his own life—world comes into being. Like all human beings he should be able to think about himself. He should be able to take stack of his accomplishments. He should be totally involved with his relationships with others, with things/objects and his Creator. Even the ideas that abound in his area and thus form part of his experience are in some form of relationship with him. The results of the sudden urbanisation and papulation explosion have affected the principal because of the influx of pupiIs who come from the informal settlements. Some of these were efforts of using the school buildings as venues far social change. Of course the principal must 1eave an imprint of the Christian faith everywhere in his school. The principal should always involve his staff in order to encourage them. Teachers feel motivated by the trust that a principal shows in them. Educational goals are easily accomplished when all the participants feel involved. Consultations even deliberations at staff meetings or staff development programmes have a tendency of curbing teacher militancy and group bargaining. He should be the moving spirit in the school as he has his finger on the pulse of the establishment. It is also the duty of the principal to encourage the parents of the children at his school. All pupils feel motivated to know that they belong to a school that has a goad track record — and a tradition of excellence. In class an attempt should be made to arouse the enquiring attitude of the pupils. It pays for the principal to set up definite and real istic goals for pupils and give them the results. In a similar manner many parents appreciate being associated with a meaningful school . Besides the trend these days is for the extension of control from the Internal Management Councils to the Management Councils which include parents even on the standing sub—committees. The Education Renewal Strategy document has advocated for an increased say far parents. The recommendations are that: # All beginner principals must attend an orientation programme arranged for principals. # All serving principals must attend regular (twice a year) enrichment programmes (for principals). # Internal Management CounciIs (IMC's) must be established in all Black schools. These IMC's wi11 comprise the principal, deputy principal and heads of departments. All existing School Committees in Black schools must be replaced by Management Councils (MC's).