Thesis (MCom)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : This study investigated the growing phenomenon of counterproductive work behaviour, and how personality and integrity affects this. It was deemed important to establish what contributes to counterproductive work behaviour. The aim of this study was to develop a new ethical integrity test and to investigate existing relationships between constructs that play a significant role in behavioural integrity. These constructs include honesty, conscientiousness, and counterproductive work behaviour. This study was therefore undertaken to develop an ethical integrity test and to determine the initial construct validity of the new test. Based on existing literature, a theoretical model depicting how the different constructs are related to one another was developed and various hypotheses were formulated. Data for the purpose of the quantitative study were collected by means of an electronic web-based questionnaire. A total of 318 completed questionnaires were returned. The final questionnaire comprised the newly developed ethical integrity test, HEXACO Personality Inventory-Revised (HEXACO-PI-R), and the Interpersonal and Organisational Deviance Scale. The postulated relationships and the conceptual model were empirically tested using various statistical methods. Reliability analysis was done on all the measurement scales and satisfactory reliability was found. The content and structure of the measured constructs were investigated by means of confirmatory factor analyses. The content and structure of the newly developed Ethical Integrity Test was also investigated by means of exploratory factor analysis. The results indicated that reasonable good fit was achieved for all the refined measurement models. Subsequently, Structural Equation Modelling (SEM) was used to determine the extent to which the conceptual model fitted the data obtained from the sample and to test the hypothesised relationships between the constructs. The results indicated positive relationships between honesty and ethical integrity; conscientiousness and ethical integrity; and conscientiousness and honesty. Furthermore, the results indicated negative relationships between ethical integrity and counterproductive work behaviour; as well as honesty and counterproductive work behaviour. The present study contributes to existing literature on counterproductive work behaviour by providing insights into the relationships between honesty, conscientiousness, ethical integrity. This study developed an Ethical Integrity Test based on recent ethics literature. Preliminary evidence of reliability and construct validity for the Ethical Integrity Test was found. The limitations and recommendations present additional insights and possibilities that could be explored through future research studies. / AFRIKAANSE OPSOMMING : Hierdie studie ondersoek die groeiende verskynsel van teenproduktiewe gedrag in die werksomgewing en hoe persoonlikheid en integriteit dit beïnvloed. Dit was dus belangrik om vas te stel wat tot teenproduktiewe werksgedrag bydra. Die doel van hierdie studie was om 'n etiese integriteitstoets te ontwikkel en bestaande verwantskappe tussen konstrukte wat 'n beduidende rol in teenproduktiewe werksgedrag speel, te ondersoek. Hierdie konstrukte sluit eerlikheid, konsensieusheid en integriteit in. Hierdie studie is dus uitgevoer om meer duidelikheid oor hierdie aspekte te verkry, sowel as om ‘n etiese integriteitstoets te ontwikkel. ‘n Teoretiese model wat voorstel hoe die verskillende konstrukte aan mekaar verwant is, is op grond van die navorsing oor die bestaande literatuur ontwikkel. Verskeie hipoteses is hiervolgens geformuleer. Data vir die doel van die kwantitatiewe studie is deur middel van ‘n elektroniese web-gebaseerde vraelys ingesamel. ‘n Totaal van 318 voltooide vraelyste is terug ontvang. Die finale vraelys is uit drie subvraelyste saamgestel, naamlik die nuut ontwikkelde etiese integriteitstoets, HEXACO Personality Inventory-Revised (HEXACO-PI-R), en die Interpersonal and Organisational Deviance Scale. Die gepostuleerde verwantskappe en die konseptuele model is empiries met behulp van verskeie statistiese metodes getoets. Betroubaarheidsanalise is op die betrokke meetinstrumente uitgevoer en voldoende betroubaarheid is gevind. Die inhoud en die struktuur van die konstrukte wat deur die instrumente gemeet is, is verder deur middel van verkennende en bevestigende faktorontledings ondersoek. Die resultate het redelike goeie passings vir al die hersiene metingsmodelle getoon. Daarna is struktuurvergelykingsmodellering (SVM), gebruik om te bepaal tot watter mate die konseptuele model die data pas, en om die verwantskappe tussen die verskillende konstrukte te toets. Die resultate het positiewe verwantskappe tussen eerlikheid en etiese integriteit; konsensieusheid en etiese integriteit; asook konsensieusheid en eerlikheid getoon. Die resultate het verder negatiewe verwantskappe tussen etiese integriteit en teenproduktiewe werksgedrag; asook eerlikheid en teenproduktiewe werksgedrag getoon. Hierdie studie dra by tot die bestaande literatuur betreffende teenproduktiewe werksgedrag, deurdat dit insig bied in die aard van die verwantskappe tussen die konstrukte. ‘n Etiese Integriteit Toets is ontwikkel gebasseer op onlangse etiek literatuur. Voorlopige bewyse van betroubaarheid en konstruk geldigheid is bewys in hierdie studie. Die beperkings en aanbevelings van die studie dui op verdere insigte en moontlikhede wat in toekomstige navorsing ondersoek kan word.

The research focuses on the role of the principal in the implementation of the Revised National Curriculum Statement (RNCS) in Tshwane North District 3. The district is characterised by urban areas, townships and informal settlements. Educators in schools in these areas are well qualified; however, schools in the informal settlement lack resources and facilities. Thus, the curriculum implementation problems experienced by principals and educators in the informal settlements differ from those of principals and educators in urban schools. The amendment of the Curriculum 2005 through the RNCS introduced innovations in schools and changed the principal's role in its implementation. A literature review provided a conceptual framework and covered requirements for successful curriculum implementation, the principal's role therein and relevant training for principals. An empirical investigation using a qualitative approach was conducted and data gathered by interviews with principals, officials from the Department of Education and educators. Finally, a synopsis of the findings and recommendations for further research are provided. / EDUCATIONAL STUDIES / MED (EDUC MANAGEMENT)

Magister Educationis - MEd / This mini thesis analyses and describes the implementation of the National Curriculum in the Foundation Phase of the primary school. On the 24th of May 1997 South Africa launched a new curriculum, Curriculum 2005 (C2005). The underlying philosophy of C2005 is Outcomes Based Education (OBE). Since the adoption of OBE and the introduction of C2005 many changes have been introduced in our schools with a new curriculum that had to be implemented hastily, which was reviewed and again introduced as the Revised National Curriculum Statement (RNCS).Teachers had little say in any of these changes and this has resulted in frustration and in many cases a lack of ability to cope with the implementation of the new curriculum.I argue that teachers do not have a common understanding of the Assessment Standards and that they still need support with linking the theory of curriculum policy to their practices and with a sound application of Integration and Progression. This research is an enquiry into the process of curriculum implementation in particular in the Foundation Phase which was tasked to be the first to adopt the changes. Change was not sustained and I highlight some of the challenges that teachers still face.A significant part of the research is the participatory action research process which is a deliberate, solution-oriented investigation into the implementation of the RNCS in the Foundation Phase to inform and change my understanding of the actual support teachers need.The study is characterized by a cycle of problem identification, planning, systemic data collection, reflection, analysis and action. With the research I am striving to understand teachers’ practices in order to improve my work as Education Specialist that supports and develops teachers in primary schools.

Outcomes-based education (OBE) (at least at a conceptual level) is moving from an instructionist (teacher as transmitter of knowledge) to a constructivist approach (teacher as mediator and facilitator in the construction of meaning). This shift requires teachers that move from a traditional teacher-centred classroom to a learner-centred classroom management approach. The policy originators label this shift as a “paradigm shift”, but in the training of educators in OBE, no training was offered in terms of a new approach to classroom management. In this study I argue that if OBE in the South African context really constitute a paradigm shift, then at conceptual level, it would require a new approach to classroom management. Against this background, the aim of the study is to conceptually interrogate the notion of constructivist classroom management and investigate how classroom management within a constructivist mode differs from traditional classroom management within an instructionist approach. This study is qualitative in nature and employs conceptual analysis in the form of conceptual historical analysis, conceptual cartography and hermeneutic analysis. The Wilsonian concept analysis was used to examine and distinguish between the defining attributes of the concepts “instructionist classroom management” and “constructivist classroom management” and their relevant attributes. Also, a typology of non-empirical questions applied to conceptual analysis was used. The Matrix of Paradigmatic Value Systems was used as a tool/lens to categorise “instructionist classroom management” and “constructivist classroom management” in terms of their paradigmatic roots. Credibility and authenticity was achieved through crystallisation instead of triangulation. Emerging from the literature and concept analysis, “instructionist classroom management” is informed and guided by the traditional paradigm – it is based on a mechanistic worldview. On the other hand, “constructivist classroom management” is compatible with the emerging paradigm – it has holistic and artistic features. Traditional classroom management is underpinned by the principles of scientific management whilst constructivist classroom management is informed and guided by contingency approaches to management theory. Based on the analysis done and the reflection on the data, it is posited that classroom management within a constructivist setting needs to move from traditional to contingency classroom management approach. On the surface, basic management principles such as, planning, organising, leading and control, appear to be similar, but this is a myth. For example, planning, seen from its traditional defining terms, approaches classroom management as a step-by-step process under control and directed by the teacher; and may restrict the degree to which learners become collaborators in the teaching and learning situation. Organising focuses on issues of group work and collaborates learning; control moves to accountability (where learners become part of the development of class rules and partners in ensuring order and discipline); and evaluation moves to ongoing assessment and feedback as a strategy to ensure continuous improvement and the facilitation of the construction of new knowledge. Thus, this study proposes rethinking a set of principles compatible to the emergent paradigm that should not only support the construction of knowledge in the constructivist setting, but also promote collaborative interaction. / Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Thesis (M. A. (English Studies)) --University of Limpopo, 2019 / There is a universal consensus among educationalists and cognitive development theorists that integration of higher order thinking (HOT) in language teaching has farreaching positive implications in learners‘ future. Their extensive body of research clearly indicates the interrelationship between language and thinking. It shows that to develop well-rounded learners who can later deal capably with varying demands of the 21st century, teaching them linguistic and cognitive skills concurrently is a prerequisite. However, there is still a dearth of language teaching classroom-based data to be collected to ascertain which language pedagogic practices promote thinking or not. Hence, a qualitative exploratory case study was conducted to address this gap. The study was undertaken in five intermediate English FAL classes in Mankweng circuit. The aim was to establish whether HOT is encouraged in the intermediate English FAL classes. The study used two data analysis techniques: firstly, Tesch‘s inductive coding technique was used to analyse semi-structured interview results sourced from five English FAL teachers. They were sampled for the study to assess their conceptualisation of HOT and its application in their language classes. Contrastingly, Anderson and Krathwohl‘s (2001) framework was used to analyse one Grade 4 English workbook. To determine if its exercises‘ instructional verbs were promoting HOT or not; to check if the questions in its exercises were equally distributed over all the six levels of Bloom's revised Taxonomy of the cognitive domain; and to evaluate if there was an incremental introduction of HOTs in its exercises through the year. The results revealed the following: the five teachers could not conceptualise HOT and showed poor knowledge of how to teach it in their classes. The instructional verbs did not comprehensively encourage HOT; those which did were only pitched at the third level of thinking i.e. apply; most of the questions were in favour of low order thinking and there was little incremental introduction of the three top levels of Bloom‘s revised taxonomy in Grade 4 English FAL workbook specifically analyse, evaluate and create/design. Key words: High order thinking skills, cognitive domain, high order thinking and Bloom‘s revised taxonomy.

This study explored how Grade R teachers at a pre-primary school understand and implement early childhood physical development practices, based on the Revised National Curriculum Statement (RNCS) for Grade R. The research took place in the form of a case study at a private pre-primary school in Rivonia, Sandton. Data was collected by means of document analysis of the RNCS for Grade R, a focus group discussion with purposefully selected participants and observations within the school. Analysis of the data was twofold, firstly utilising taxonomic analysis based on Anita Harrow‟s (1972) taxonomy of psychomotor learning (which formed the theoretical framework for the study), and secondly by means of a thematic analysis of data. Results and findings indicate that participants attributed significant importance to physical development in early childhood as a building block for the development of further cognitive skills and academic achievement. Participants demonstrated an in-depth and extensive comprehension of physical development pertaining to early childhood and their understanding thereof is reflected in their teaching practices offering varying opportunities and ways in which to learn. The school takes a whole-school approach to physical development by incorporating it into different contexts and enlisting the assistance of various role-players. Emerging themesreflect concern with the impact of modern lifestyle on children's physical development, current inadequacies of physical education programmes in schools, the need for teachers to remain informed and educated in physical development and the need for further development of the physical development section of the Grade R RNCS. Participants had various concerns with the curriculum in terms of what they perceived as its non-specificity, the participative versus quality performance approach, the lack of age-appropriate norms, and perceived irregularities with other areas of the Grade R curriculum. As a result, participants seemingly relied to a lesser extent on the RNCS to inform their implementation of physical development practices, relying instead on other sources of guidance. Participants therefore felt that the physical development section of the Grade R RNCS does not provide sufficient guidance and information for newly qualified or inexperienced teachers, especially those who have limited access to resources. Subsequently, this study highlights the need for teacher training as a means of improving the status of school physical education, assistance with and dissemination of information regarding early physical development in educational psychology practice and the need for further research in early physical development and the RNCS. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The common monastic life for a Buddhist nun follows an almost 2500-year-old legal tradition which has it´s foundation in Buddhist monastic law codes, vinaya. The rules to live by is specified in the core text pratimoksha. With the spread of the Buddhist samgha to new cultural settings and facing modernity, the monastic code has been challenged. The Vietnamese Buddhist munk and Zen Master Thich Nhat Hanh, published a new revised version of pratimoksha in 2004. This revised monastic code is in use in Buddhist centra in Europe today. This essay sees the monastic law codes as an expression of a monastic ideal formed by cultural context. Textual analysis together with comparative content analysis is used to examine the precepts for Buddhist nuns and describe the role model for monastic life today. The new formulation of the precepts shows the challenge of the samgha in modern times. Hanh’s revised pratimoksha is understood in comparison with the canonical dharmaguptakavinaya. Monastic code is corresponding to its environment and this essay shows how change has been done as a response to new cultural and contextual settings. The conclusion reached paints a picture of an ideal Buddhistic nun in the twenty-first century.

The attrition rate of enlistees in basic combat training is of particular concern to all Branches of the military due to the high cost associated with recruiting and training a new enlistee. Each year the military loses hundreds of millions of dollars invested in enlistees whom never make it to their first duty station. Investigators have extensively examined the impact of physiological injuries on the rate of enlistee discharge from basic combat training. Also, investigators have reported that alcoholism, adjustment disorders, mood disorders, and personality disorders were among the leading hospital discharge diagnostic categories for enlistees during the 1990s; especially, within the first six-months of service. Additionally, investigators have reported that the transition process from civilian to military in basic combat training tends to be very stressful and anxiety provoking for enlistees. However, little data has been gathered to assess the relationship of enlistees' physiological and perceived stress levels and their attrition rate. A study was conducted of 155 soldiers during their nine-week basic combat training at Fort Jackson, South Carolina. Salivary amylase testing was used as an objective measure of physiological stress, and the Multiple Affects Adjective CheckList Revised (MACCL-R) was use as a subjective measure of perceived stress. It was hypothesized that enlistees with higher levels of stress would also have a higher level of depression and hostility resulting in performance degradation. The results of linear regression analyses and multivariate pairwise correlation showed a statistically significant positive relationship among perceived stress, hostility and depression levels. Additionally, the analyses showed that for the soldiers participating in this study, coping style moderated their perceived stress experience. Those participants who were able to modify their coping mechanism to meet the physically and mentally demanding challenges of basic combat training tended to be more confident in successfully completing training. Moreover, they were less likely to receive disciplinary action. The military training command has requested follow up studies to expand upon this current study to encompass the various training cycles over a one-year time period. / Ph. D.

Summaries in Afrikaans and English / Outcomes-Based Education forms the foundation of South Africa's revised national education curriculum, known as The Revised National Curriculum Statement Grades R-9. The Van Hiele Model, developed for the teaching and learning of geometry, has already been used successfully in the school curricula of the Netherlands and Russia. Strong support for this theory exists in leading countries like America and Europe. This study has investigated the possible relationship between the Van Hiele theory and the "Revised National Curriculum Statement Grades R-9" and through critical evaluation found a great compatibility between them. Both are giving strong support for the spiral approach to mathematics education. It is recommended that all geometry learning programmes and teaching units be moulded on the Van Hiele Model. / Suid-Afrika se hersiene nasionale onderwyskurrikulum, die "Revised National Curriculum Statement Grades R-9" word deur uitkomsgebaseerde onderwys gefundeer. Die Van Hiele Model vir die onderrig en leer van meetkunde, is suksesvol in skoolkurrikula van Nederland en Rusland toegepas en geniet wye steun in lande soos Amerika en Europa. Hierdie navorsing het die moontlike verband tussen die Van Hiele raamwerk en die nuwe kurrikulum ondersoek en deur kritiese evaluering baie sterk versoenbaarheid tussen die "Revised National Curriculum Statement Grades R-9" en die Van Hiele Model gevind. Verder is ook aangetoon dat beide sterk gebruik maak van die spiraalbenadering in wiskundeonderwys. Aanbevelings in die verband is dat leerprogramme en onderrigeenhede wat die kurrikulum vir meetkunde in skole implementeer op die Van Hiele Model geskoei word. / Mathematical Sciences / M. Sc. (Mathematics Education)

The purpose of this research was to investigate the possibility that there are sex differences between ADD-H boys and girls. ADD-H boys and girls were compared on the four variables of presenting problem, referral source, intelligence test performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and WISC-R subtest configuration. General demographics of the ADD-H boys and girls families were also examined. The subjects participating in this study were 39 girls and 41 boys from a large child outpatient facility in the Dallas/Fort Worth metroplex diagnosed as ADD-H between February 1984 and February 1986. No differences were found when comparing ADD-H boys and girls on all four variables. These results may suggest that there are no real differences in regards to presenting problem, referral source, IQ scores and subtest configuration between boys and girls diagnosed ADD-H.