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'n Perspektief op die beroepsbevrediging van grondvlak maatskaplike werkersHendriks, Elma 06 1900 (has links)
Text in Afrikaans / Hierdie studie is onderneem om te bepaal watter determinante 'n rol speel in die
beroepsbevrediging van grondvlak maatskaplike werkers en watter gehalte van die
werksleweprogramme benut kan word om dit aan te spreek. Tydens die empiriese fase
van die studie is 'n vraelys aan die maatskaplike werkers van die Vereniging vir
Liggaamlike Gestremdes (streek Wes-Kaap) gesirkuleer waarin aannames oor
beroepsbevrediging en gehalte van die werkslewe getoets is. Die response bevestig
'n hoer arbeidsomset as die gemiddelde, 'n behoefte aan billike en regverdige
vergoedingspakkette, bevorderingsgeleenthede, 'n werksomgewing wat werksekuriteit
bied en 'n gebrek aan inspraak in die leierskap en bestuurstyl van welsynsorganisasies.
Die rol wat die supervisor kan speel figureer sterk sowel as die behoefte aan gehalte
van die werksleweprogramme soos, deelnemende bestuur, sensitiwiteitsopleiding,
doelwitbestuur en spanwerk.
Enkele aanbevelings vvord aan administrateurs en supervisors gemaak oor die uitbou
van maatskaplike werkers se beroepsbevrediging en die benutting van gehalte van die
werksleweprogramme sodat arbeidsomset bekamp en koste-effektiwitet verhoog kan
word. / This study was undertaken to establish which determinants play a role in the job
satisfaction of direct service social workers and what quality of worklife programmes can
be utilised to address the problem. During the empirical phase of the study, a
questionnaire was circulated to social workers of the Association for the Physically
Disabled, Western Cape, in which suppositions regarding job satisfaction and quality
of worklife was tested. Responses confirmed the need for fair remuneration packages,
promotion opportunities, job security, a high labor turnover and a lack of participation
in the management of welfare organisations. The role of the supervisor figures strongly.
Quality of worklife programmes such as participatory management, sensitivity training,
management by objectives and teamwork are needed.
Suggestions are made to administrators and supervisors concerning the development
of job satisfaction and the utilisation of quality of worklife programmes to control labour
turnover and improve cost effectiveness. / Social Work / M. Diac. (Maatskaplike Werkrigting)
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'n Perspektief op die beroepsbevrediging van grondvlak maatskaplike werkersHendriks, Elma 06 1900 (has links)
Text in Afrikaans / Hierdie studie is onderneem om te bepaal watter determinante 'n rol speel in die
beroepsbevrediging van grondvlak maatskaplike werkers en watter gehalte van die
werksleweprogramme benut kan word om dit aan te spreek. Tydens die empiriese fase
van die studie is 'n vraelys aan die maatskaplike werkers van die Vereniging vir
Liggaamlike Gestremdes (streek Wes-Kaap) gesirkuleer waarin aannames oor
beroepsbevrediging en gehalte van die werkslewe getoets is. Die response bevestig
'n hoer arbeidsomset as die gemiddelde, 'n behoefte aan billike en regverdige
vergoedingspakkette, bevorderingsgeleenthede, 'n werksomgewing wat werksekuriteit
bied en 'n gebrek aan inspraak in die leierskap en bestuurstyl van welsynsorganisasies.
Die rol wat die supervisor kan speel figureer sterk sowel as die behoefte aan gehalte
van die werksleweprogramme soos, deelnemende bestuur, sensitiwiteitsopleiding,
doelwitbestuur en spanwerk.
Enkele aanbevelings vvord aan administrateurs en supervisors gemaak oor die uitbou
van maatskaplike werkers se beroepsbevrediging en die benutting van gehalte van die
werksleweprogramme sodat arbeidsomset bekamp en koste-effektiwitet verhoog kan
word. / This study was undertaken to establish which determinants play a role in the job
satisfaction of direct service social workers and what quality of worklife programmes can
be utilised to address the problem. During the empirical phase of the study, a
questionnaire was circulated to social workers of the Association for the Physically
Disabled, Western Cape, in which suppositions regarding job satisfaction and quality
of worklife was tested. Responses confirmed the need for fair remuneration packages,
promotion opportunities, job security, a high labor turnover and a lack of participation
in the management of welfare organisations. The role of the supervisor figures strongly.
Quality of worklife programmes such as participatory management, sensitivity training,
management by objectives and teamwork are needed.
Suggestions are made to administrators and supervisors concerning the development
of job satisfaction and the utilisation of quality of worklife programmes to control labour
turnover and improve cost effectiveness. / Social Work / M. Diac. (Maatskaplike Werkrigting)
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Fostering self-regulation through positive discipline during free play in early childhood educationMsipha, Zenzile 10 June 2021 (has links)
Abstract in English, Afrikaans and Zulu / The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience. / Selfregulering moet in die vroeë kinderjare reeds by klein kinders gekweek word sodat
hulle later in die lewe in staat sal wees om selfdissipline aan die dag te lê. Die doel
van hierdie studie was om vas te stel hoe die deelnemers by drie laerskole in
Zimbabwe gedurende vrye spel selfregulering by leerders gekweek het. Die drie
teoretiese raamwerke waarop hierdie studie berus, is die positiewe sielkunde, Deci en
Ryan se selfbeskikkingsteorie (SBT) en die teorie van basiese psigososiale behoeftes
(TBSB). Hiervolgens is die bevrediging van kinders se behoefte aan outonomie,
bedrewenheid (‘competence’) en verhoudings (‘relatedness’) voorvereistes vir die
positiewe dissiplinering waarmee selfregulering by hulle gekweek word. Benner se
metode van interpretatiewe fenomenologie is gevolg om deelnemers se belewing van
die fenomeen te beskryf en te vertolk. Die sosiale konstruktivisme het die grondslag
van hierdie studie gevorm, en die benadering was kwalitatief. Data is volgens Benner
se metode van interpretatiewe fenomenologie ingewin en ontleed. ʼn Paradigmageval,
temas en voorbeelde (‘exemplars’) is in die aanbieding, bespreking en interpretasie
van data gebruik. Volgens die bevindings het vryespelaktiwiteite bestaan uit onder
meer sosiaal-dramatiese spel, binnenshuise spel in speelhoekies, en buitelugspel. Die
praktyke waarvolgens deelnemers selfregulering deur positiewe dissiplinering
gekweek het, was onderlinge regulering, positiewe versterking, afkoeltyd en logiese
gevolge. Onderwysers en leerders het afkoeltyd en logiese gevolge nie as positiewe
dissiplinering nie, maar eerder as straf belewe aangesien dit streng toegepas word en
nie met die kind se psigososiale behoeftes rekening hou nie. Die bevindings strook
egter met ons siening van die kweek van selfregulering deur positiewe dissiplinering
tydens vrye spel deur leerders se psigososiale behoefte aan outonomie,
bedrewenheid (‘comptetence’), verhoudings (‘relatedness’) en bewustheid
(‘mindfulness’) te bevredig. Navorsers stel bewustheid (‘mindfulness’) as ʼn vierde
basiese psigososiale behoefte voor. In ooreenstemming met die Doelwitte vir
Volhoubare Ontwikkeling (DVO’s) vir ʼn beter en volhoubare toekoms vir alle mense
teen 2030, het deelnemers gevind dat die kweek van selfregulering deur positiewe dissiplinering deel uitmaak van genderopvoeding as teenvoeter vir geslagsgeweld, en
vindingrykheid aanwakker. / Ukukhuthaza ukuzilawula kubaluleke kakhulu esigabeni sokuThuthukiswa
Kwabantwana Abasebancane (i-ECD phase), ngoba kuholela ekuzikhalimeni
esikhathini esizayo. Inhloso yalolu cwaningo bekuwukuqonda izindlela
zababambiqhaza zokukhuthaza ukuzilawula ngesikhathi sokudlala ngokukhululeka
ezikoleni ezintathu zamabanga aphansi eZimbabwe. Izinhlaka zombono
wezinzululwazi zalolu cwaningo, ezaziwa ngokuthi okuhle kwengqondo kanye
noMbono Wenzululwazi kaDeci noRyan Wokuzimisela (i-SDT), kanye noMbono
Wenzululwazi Wezidingo Eziyisisekelo Zokuphathelene Nenggqondo (i-BPNT),
zithathe ukwesekwa kwabafundi njengokuzimele, ikhono kanye nokuhlobana
njengezimpawu ezisemqoka zokukwazi ukuzikhalima okuhle okusekela
ukuthuthukiswa kokuzilawula. Kusetshenziswe indlela kaBenner yokuhumusha
okwenzekile ngenhloso yokuchaza nokuhumusha okwenzeke kubabambiqhaza
kulokho okufundwa ngako. Inqubo yokwakhiwa kwezenhlalakahle iyona esekele
ucwaningo kanti futhi indlela yokwenza ibibheka amaqiniso. Ukuqoqwa kwemininingo
nokuhlaziywa bekuncike endleleni kaBenner yokuhumusha okwenzekile.
Kwasetshenziswa izimo semiqondo, izingqikithi kanye nezibonelo ukwethula
imininingo, izingxoxo nokuhumusha. Okutholakele kukhombisile ukuthi ukudlala
ngokukhululeka kubandakanya, ngokwesibonelo, ukudlala ngokulingisa ezenhlalo,
ukudlala endlini emakhoneni okudlala kanye nokudlala ngaphandle. Imikhuba
ejwayelekile esetshenziswa ngababambiqhaza ukukhuthaza ukuzilawula
ngokusebenzisa ukukhalima okukahle kwakungukulawula ngokubambisana,
ukukhuthaza okuhle, ukuqedwa komdlalo kanye nemiphumela eyenza umqondo. Othisha nabafundi babevame ukubona ukuqedwa komdlalo nemiphumela eyenza
umqondo njengento esetshenziswa ngothisha njengesijeziso kunokukhalima okuhle,
ngenxa yobukhuni bokusetshenziswa kwako ngaphandle kokubheka izidingo
zomqondo. Okutholakele, nokho, bekuhambisana nokuqonda kokukhuthaza
ukuzilawula ngokukhalima okukahle ngesikhathi sokudlala ngokukhululeka
ngokunakekela izidingo zabafundi zokuphathelene nengqondo ekuzimeleni, ikhono
kanye nokuhlobana, kanye nokuqaphela izinto. Ucwaningo luhlongoze ukuqaphela
izinto njengesidingo sesine esiyisisekelo kokuphathelene nengqondo.
Ngokuhambisanayo neziNjongo Zokuthuthukiswa Okusinokusimama (ama-SDG)
ukuze kufezeke ikusasa elingcono nelinokusimama kubantu bonke ngonyaka ka-
2030, ababambiqhaza babona ukukhuthaza ukuzilawula ngokuzikhalima okukahle
njengengxenye yemfundo yobulili ukuze kuncishiswe udlame oluncike ebulilini futhi
kukhuthazwe ukuqina. / Psychology of Education / D. Ed. (Psychology of Education)
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Managing multi-grade teaching for optimal learning in Gauteng West primary schoolsTredoux, Marlise 01 1900 (has links)
The researcher investigated the management of multi-grade teaching for optimal
learning in Gauteng West primary schools. Ten participants, including school
principals, heads of departments and educators participated in individual and focus
group interviews and in observation of multi-grade classroom contexts. Findings
revealed that educators involved in multi-grade teaching feel overwhelmed by
challenging work conditions pertaining to large learner numbers and a lack of
adequate didactical resources. This is exacerbated by a lack of professional
development by means of tailor-made training for multi-grade teaching and the
presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in
a multi-grade teaching context. This leaves educators socially, emotionally and
professionally isolated. Recommendations include the involvement of seasoned
educators with expert knowledge and experience of multi-grade teaching to present
training sessions constituting advice and support to inexperienced educators involved
in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir
optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met
skoolhoofde, departementshoofde en opvoeders, is waarneming in
meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn
gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak.
Meergraadopvoeders voel hulle geensins opgewasse teen hierdie
werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die
veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn
meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle
maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word
aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig
onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)
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