Thesis (Ph. D.)--Lund University, 1983. / Summary in English. Includes bibliographical references (p. 187-192).

PAVLÍKOVÁ, J. The Rolle of the teachen in German all-day school. Praha: Faculty of Education, Charles University in Prague, 2011. 198 pp. Doctoral Thesis. The doctoral thesis examines the role of the teacher in German all-day school, as a specific educational institution with many representative features. The theoretical part describes the context of the role of the teacher in the German all-day school. It is defined all-day school in Germany and described its characteristics. The doctoral thesis briefly outlines the history of all-day school in Germany as well as current history in each of the German lands. The theoretical part further defines social role, role of teachers and summarizes current knowledge on the profession of teacher in the German all-day school. The empirical part tackles the qusetion of the role of the teacher in the German all-day school, its characteristics and the context in which it takes place. The research is carried out qualitative strategies, using grounded theory. A concrete result of the research is grounded substantive theory of the role of teachers in the German all-day school. It is also compared with existing theories of the role of teachers. Keywords: role of teachers, German all-day school, grounded theory.

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Αυτή η εργασία με θέμα «Οι αντιλήψεις των δασκάλων ως προς την ετοιμότητα τους να αναγνωρίζουν και να αντιμετωπίζουν ζητήματα ψυχικής υγείας των μαθητών» πραγματοποιήθηκε για να μελετήσει, να αναλύσει και να καταγράψει πόσο έτοιμοι, προετοιμασμένοι νιώθουν οι δάσκαλοι που εργάζονται στα σχολεία να αναγνωρίζουν και να αντιμετωπίζουν τις ανησυχίες ψυχικής υγείας που εκδηλώνουν οι μαθητές. Με δεδομένο το γεγονός ότι στο σύγχρονο σχολικό περιβάλλον παρουσιάζονται συνεχώς ποικίλα προβλήματα ψυχικής υγείας από τους μαθητές, έχει ως αποτέλεσμα να αυξάνονται οι αρμοδιότητες και ευθύνες των δασκάλων και να δημιουργείται εντονότερη η ανάγκη για μια πιο συστηματική παροχή βοήθειας στους μαθητές τους αλλά κυρίως προβάλλει επιτακτικότερη η ανάγκη ενίσχυσης της ετοιμότητας, γνώσης/προετοιμασίας των δασκάλων για την έγκαιρη αναγνώριση και την κατάλληλη αντιμετώπιση των δυσκολιών ψυχικής υγείας των παιδιών. Η έρευνα διεξήχθη το σχολικό έτος 2013-2014 με συγκέντρωση ερωτηματολογίων σε δείγμα 193 δασκάλων μονίμων και αναπληρωτών. Από την στατιστική ανάλυση και επεξεργασία των δεδομένων προκύπτουν στοιχεία που αποδεικνύουν διαφορετικά επίπεδα ετοιμότητας, αυτοπεποίθησης των δάσκαλων για τα ποικίλα ζητήματα ψυχικής υγείας και της προετοιμασία τους μέσω της εκπαίδευση τους σχετικά με αυτά. Επίσης από τα αποτελέσματα παρατηρούμε συμφωνία και διαφωνία μεταξύ των απόψεων των συμμετεχόντων για την ετοιμότητα, προετοιμασία και εκπαίδευση τους για τον εντοπισμό και την αποτελεσματική διαχείριση/επίλυση των διαφορετικών προβλημάτων ψυχικής υγείας των μαθητών. Ακόμη δίνονται στοιχεία για το ποιοι παράγοντες (π.χ. φύλο, έτη υπηρεσίας κ.τ.λ.) επηρεάζουν ή όχι, διαφοροποιούν ή όχι τις αντιλήψεις των δασκάλων μεταξύ τους για το υπό μελέτη θέμα μας. Τα αποτελέσματα της παρούσας έρευνας μπορούν να αξιοποιηθούν από τους αρμόδιους φορείς, ώστε να βελτιωθεί η εκπαίδευση των δασκάλων και να τους εφοδιάζει με την κατάλληλη προετοιμασία, ώστε να ανταπεξέλθουν ικανοποιητικά στις σύγχρονες απαιτήσεις του ρόλου τους ως εκπαιδευτικών και στον τομέα ανάπτυξης/στήριξης της ψυχικής ευεξίας των παιδιών. / This study on "Perceptions of teachers regarding their readiness to recognize and treat mental health issues of students” conducted to study, analyze and record how ready they feel prepared teachers who work in schools to recognize and deal with mental health concerns that students exhibit. Given the fact that the modern school environment is constantly varied mental health of students, the effect of that has led to increased powers and responsibilities of teachers and creating a stronger need for a more systematic assistance to students but rather raises the urgent a need enhancing preparedness, knowledge / preparation of teachers for early recognition and appropriate treatment of mental health problems of children The survey was conducted during the school year 2013-2014 with questionnaires concentration in sample 193 permanent teachers and substitutes. From the statistical analysis and processing of data obtained evidence of different levels of readiness, confidence of teachers for a variety of mental health issues and prepare them by educating them about these. Also from the results observed agreement and disagreement between the participants' perceptions of readiness, preparation and training them to identify and effectively manage / resolve differences of mental health of students. Even given of what factors (e.g., gender, years of service, etc.) affect or not, differentiate or not the perceptions of teachers together to study our subject. The results of this research can be used by the responsible bodies in order to improve the training of teachers and to equip them with the proper preparation to cope well in the modern demands of their role as teachers and in development / support mental wellness of children.

Against the background of various socio-economic barriers in many South African school-community contexts, I compared how teachers in four schools implemented an asset-based intervention aimed at school-based psychosocial support. The working assumption was that teachers could act as protective resources in implementing the asset-based approach (following their participation in STAR1) to promote psychosocial support in their school-community contexts. The four schools were conveniently selected as information-rich cases to participate in the research study. The four cases comprised one informal settlement primary school in the Eastern Cape, two urban primary schools in Gauteng and one rural secondary school in Mpumalanga. Purposeful sampling was used to select ten participating teachers (n=40) in each school. Methodologically, the study followed a qualitative paradigm and a comparative case study design, implementing participatory rural appraisal (PRA) principles. The asset-based approach was used as theoretical framework. Multiple data gathering (focus groups, observation and intervention artefacts) and documentation procedures (verbatim transcripts, field notes, research journal and visual data) were implemented over a period of three years. Following constructivist grounded theory analysis, three main themes emerged: teachers using an asset-based approach for psychosocial support; teachers addressing barriers resourcefully; and teachers’ demonstrated asset-based competencies. The findings of the current study confirm that schools as part of unique systems are interrelated in terms of networks that mobilise assets, irrespective of the context. Teachers experience and prioritise a) socio-economic barriers (HIV/AIDS, financial constraints due to poverty and unemployment, and child abuse) and b) stressors of teaching (workload and related time constraints, attrition of group members, low levels of parent involvement, as well as context-specific factors). Teachers’ identification of barriers is determined by school contexts. Across school contexts teachers identified a) internal assets in their classrooms, the school context and in their communities together with b) community resources (physical resources, natural and environmental resources, community organisations and institutions). In psychosocial support, teachers mobilised identified assets and resources to ameliorate the impact of barriers. Teachers therefore promoted resilience by means of psychosocial support. The characteristics of school-based psychosocial support include identifying assets, prioritising barriers, mobilising assets to ameliorate the presence of barriers and establishing systemic networks and partnerships. When providing psychosocial support, teachers demonstrated asset-based competencies (positive identity formation, group effectiveness skills and management skills) signified as internal protective resources. By dynamically engaging in the challenges of their school-community contexts, teachers demonstrated self-determination (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002) In the process, teachers displayed and actualised asset-based competencies, which in turn fulfilled the underlying psychological needs of competence, relatedness and autonomy. When they implemented the asset-based approach, it seemed to enhance teachers’ sense of coherence (Antonovsky, 1987) as they viewed the existence of barriers as being comprehensible, manageable and meaningful. Teachers were able to address barriers at an intrapersonal and interpersonal level as well as by deploying management skills. The three levels on which teachers addressed barriers correlate with their asset-based competencies. Their asset-based competency of positive identity formation was utilised to address barriers on an intrapersonal level; their group effectiveness skills addressed barriers on an interpersonal level and their management skills were deployed to address barriers on a level of administrating barriers efficiently. The study provides empirical evidence to broaden the current knowledge bases of the asset-based approach, resilience and school-based psychosocial support. The study contributes to the existing knowledge base of the asset-based approach by firstly highlighting social capital in school-community contexts as potential outcome of the implementation of the asset-based approach. Secondly, the study introduces asset-based competencies, as well as the dynamic relationship between these competencies and fundamental psychological needs (competence, relatedness and autonomy) as signified in self-determination theory (Deci&Ryan, 1985, 2002; Ryan&Deci, 2000, 2002). Lastly, the study conjectures the interconnectedness between the asset-based approach and a sense of coherence, in the sense that implementation of the asset-based approach could result in enhanced eustress (Simmons&Nelson, 2005) and sense of coherence (Antonovsky, 1987, 1993) when faced with and addressing barriers. Within the context of the existing knowledge base of resilience in schools and school-based psychosocial support, the findings suggest that resilience in schools could be promoted by teacher-driven psychosocial support initiatives. Firstly, the study signifies greater insight in teachers’ perspective on the potential assets and resources available in school-community contexts that could be mobilised for psychosocial support and the promotion of resilience. Secondly, the findings suggest empirical evidence that teachers (in a school context) can mobilise resources so that schools may serve as protective resources to promote resilience through school-based psychosocial support. Thirdly, the study contributes to new insight in possible barriers that teachers could encounter on a daily basis as well as the sort of psychosocial support that could be expected from similar school-based interventions. Lastly, the study provides insight into potential ways in which teachers can address barriers on an intrapersonal and interpersonal level and by deploying management skills. / Thesis (PhD)--University of Pretoria, 2011. / Educational Psychology / unrestricted

The aim of this thesis is a theoretical level summary of the formal and other requirements that are placed on the contemporary teacher of primary school. It covers concepts such as teacher competence, teaching role, various pedagogical knowledge and skills and teacher job requirements. Description of the legislative regulation of the teaching profession is also included. Part of the theoretical work is concerned with other components of teaching such as professional ethics, professional standards, pedagogical tact and personal qualities of the teacher. At the practical level the work deals with real requirements on teachers imposed by parents based on assessed questionnaires to parents of pupils. In the comments on the individual items of the questionnaire, the author relies on the experience of her own teaching practice. The result of both parts of the thesis is a summary of the knowledge, skills and character qualities, which is the teacher supposed have today. .

Diante de diferentes qualificações usadas na descrição do que seja um bom professor do ensino básico, a presente pesquisa se propõe a analisar a maneira pela qual determinadas professoras e coordenadoras pedagógicas são capazes de identificá-lo na sua prática profissional. Foram investigadas, na literatura especializada, as teorias pedagógicas e psicológicas que regularam as concepções de docência escolhidas pelas escolas em diferentes momentos. Tendo em vista a atual hegemonia da chamada \"pedagogia das competências\" e sua definição do \"bom professor\" como \"professor competente\", este estudo buscou compreender a forma pela qual essas ideias são consideradas no contexto investigado. O estudo tomou como ponto de partida, para tanto, as ponderações de José Pires Azanha e a leitura desse autor de obras de Israel Scheffler, Ludwig Wittgenstein e de Alain (Émile Chartier). Como base empírica, foram escolhidas profissionais de escolas privadas da cidade de São Paulo, que, pelas suas trajetórias na história recente, são consideradas como referência. Trata-se de estabelecimentos que se originaram, direta ou indiretamente, das \"escolas alternativas\" dos anos 1970, procuradas por pais que se autoconsideravam intelectuais de esquerda e contrários à ditadura militar. Foram selecionadas escolas cujos projetos pedagógicos buscam se contrapor às chamadas escolas tradicionais, seja pela ambição por mudanças na relação professor-aluno, seja pelo destaque ao papel ativo dos estudantes. Realizou-se, nessas escolas, uma pesquisa de campo de caráter qualitativo, por meio de entrevistas semiestruturadas com as coordenadoras do Ensino Fundamental I e com as professoras por elas apontadas como \"boas professoras\". Nas entrevistas, foram identificados os referenciais teóricos e as influências que, desde o movimento da Escola Nova até o chamado construtivismo, norteiam tanto o trabalho das coordenadoras pedagógicas como o das professoras. Constatou-se que as \"boas professoras\" buscam preservar seus pontos de vista, mesmo diante de condições adversas colocadas pelo mercado competitivo e da inserção dessas escolas na lógica neoliberal e empresarial, em que discursos de competência e de excelência ganham primazia. Notou-se descrições amplas, difusas e de grande labilidade na definição do que professoras e coordenadoras consideram como \"bom professor\". As professoras, todavia, mostraram-se menos preocupadas com a coerência, conscientes da complexidade de seu ofício e do caráter retórico do uso das teorias. Na comparação entre as entrevistas das coordenadoras pedagógicas e das professoras, constatou-se que, em função de exigências diferentes e das posições diversas que ocupam nas organizações escolares, evidenciam-se algumas visões conflitantes e percepções opostas. No caso das coordenadoras, esses discursos contraditórios enaltecem simultaneamente, como característica do bom professor, a autonomia e a capacidade de submissão a uma pedagogia de resultados e aos controles avaliativos, com uma demanda do professor ser tradicional e inovador ao mesmo tempo. / Upon different qualifications used in the description of what a good teacher of basic education is, this research intends to analyze the manner in which certain teachers and pedagogical coordinators are able to identify it in their professional practice. Pedagogic and psychological theories were investigated, in specialized literature, which regulated the teaching conceptions chosen by schools at different times. In view of the current hegemony of the so-called \"competence pedagogy\" and its definition of a \"good teacher\" as \"competent\" teacher, this study sought to understand the way in which these ideas are considered in the investigated context. Hence, the study took as its starting point the considerations of José Pires Azanha and the reading of this author of works from Israel Scheffler, Ludwig Wittgenstein, and Alain (Emile Chartier). As empirical basis, professionals from private schools were chosen from the city of São Paulo, who, through their trajectories in recent history, are considered as reference. These are establishments that were originated, directly or indirectly, from \"alternative schools\" of the 1970s, sought by parents who called themselves intellectuals from the left party and against the military dictatorship. Schools whose pedagogical projects seek to oppose the so-called \"traditional schools\", either by ambition for changes in the relationship between teachers and students or the highlight of the active role of students were selected. In these schools, a field research of qualitative character, by means of semi-structured interviews with coordinators of Elementary Schools I and with teachers appointed by them as good teachers was performed. In the interviews, theoretical references were identified and the influences that, from the New School movement until the so-called constructivism, guide both the work of the pedagogical coordinators as of the teachers. It was noted that the \"good teachers\" seek to preserve their points of view, even in the face of adverse conditions placed by the competitive market and the insertion of these schools in the neoliberal and business logic, in which competence and excellence speeches gain primacy. Descriptions that were broad, diffuse and with great liability were noticed in the definition of teachers and coordinators considered as \"good teacher\". However, teachers were less concerned with the coherence, awareness of the complexity of their craft, and the rhetorical character of the use of theories. On the comparison between the interviews of the pedagogical coordinators and teachers, it was noted that, due to different requirements and several positions they occupy in school organizations, some conflicting views and opposing perceptions were evidenced. In the case of coordinators, these contradictory speeches praise simultaneously, as the characteristic of a good teacher, the autonomy and the ability of submission to a pedagogy towards results and the evaluative control with a demand of the professor to be traditional and innovative at the same time.

Diante de diferentes qualificações usadas na descrição do que seja um bom professor do ensino básico, a presente pesquisa se propõe a analisar a maneira pela qual determinadas professoras e coordenadoras pedagógicas são capazes de identificá-lo na sua prática profissional. Foram investigadas, na literatura especializada, as teorias pedagógicas e psicológicas que regularam as concepções de docência escolhidas pelas escolas em diferentes momentos. Tendo em vista a atual hegemonia da chamada \"pedagogia das competências\" e sua definição do \"bom professor\" como \"professor competente\", este estudo buscou compreender a forma pela qual essas ideias são consideradas no contexto investigado. O estudo tomou como ponto de partida, para tanto, as ponderações de José Pires Azanha e a leitura desse autor de obras de Israel Scheffler, Ludwig Wittgenstein e de Alain (Émile Chartier). Como base empírica, foram escolhidas profissionais de escolas privadas da cidade de São Paulo, que, pelas suas trajetórias na história recente, são consideradas como referência. Trata-se de estabelecimentos que se originaram, direta ou indiretamente, das \"escolas alternativas\" dos anos 1970, procuradas por pais que se autoconsideravam intelectuais de esquerda e contrários à ditadura militar. Foram selecionadas escolas cujos projetos pedagógicos buscam se contrapor às chamadas escolas tradicionais, seja pela ambição por mudanças na relação professor-aluno, seja pelo destaque ao papel ativo dos estudantes. Realizou-se, nessas escolas, uma pesquisa de campo de caráter qualitativo, por meio de entrevistas semiestruturadas com as coordenadoras do Ensino Fundamental I e com as professoras por elas apontadas como \"boas professoras\". Nas entrevistas, foram identificados os referenciais teóricos e as influências que, desde o movimento da Escola Nova até o chamado construtivismo, norteiam tanto o trabalho das coordenadoras pedagógicas como o das professoras. Constatou-se que as \"boas professoras\" buscam preservar seus pontos de vista, mesmo diante de condições adversas colocadas pelo mercado competitivo e da inserção dessas escolas na lógica neoliberal e empresarial, em que discursos de competência e de excelência ganham primazia. Notou-se descrições amplas, difusas e de grande labilidade na definição do que professoras e coordenadoras consideram como \"bom professor\". As professoras, todavia, mostraram-se menos preocupadas com a coerência, conscientes da complexidade de seu ofício e do caráter retórico do uso das teorias. Na comparação entre as entrevistas das coordenadoras pedagógicas e das professoras, constatou-se que, em função de exigências diferentes e das posições diversas que ocupam nas organizações escolares, evidenciam-se algumas visões conflitantes e percepções opostas. No caso das coordenadoras, esses discursos contraditórios enaltecem simultaneamente, como característica do bom professor, a autonomia e a capacidade de submissão a uma pedagogia de resultados e aos controles avaliativos, com uma demanda do professor ser tradicional e inovador ao mesmo tempo. / Upon different qualifications used in the description of what a good teacher of basic education is, this research intends to analyze the manner in which certain teachers and pedagogical coordinators are able to identify it in their professional practice. Pedagogic and psychological theories were investigated, in specialized literature, which regulated the teaching conceptions chosen by schools at different times. In view of the current hegemony of the so-called \"competence pedagogy\" and its definition of a \"good teacher\" as \"competent\" teacher, this study sought to understand the way in which these ideas are considered in the investigated context. Hence, the study took as its starting point the considerations of José Pires Azanha and the reading of this author of works from Israel Scheffler, Ludwig Wittgenstein, and Alain (Emile Chartier). As empirical basis, professionals from private schools were chosen from the city of São Paulo, who, through their trajectories in recent history, are considered as reference. These are establishments that were originated, directly or indirectly, from \"alternative schools\" of the 1970s, sought by parents who called themselves intellectuals from the left party and against the military dictatorship. Schools whose pedagogical projects seek to oppose the so-called \"traditional schools\", either by ambition for changes in the relationship between teachers and students or the highlight of the active role of students were selected. In these schools, a field research of qualitative character, by means of semi-structured interviews with coordinators of Elementary Schools I and with teachers appointed by them as good teachers was performed. In the interviews, theoretical references were identified and the influences that, from the New School movement until the so-called constructivism, guide both the work of the pedagogical coordinators as of the teachers. It was noted that the \"good teachers\" seek to preserve their points of view, even in the face of adverse conditions placed by the competitive market and the insertion of these schools in the neoliberal and business logic, in which competence and excellence speeches gain primacy. Descriptions that were broad, diffuse and with great liability were noticed in the definition of teachers and coordinators considered as \"good teacher\". However, teachers were less concerned with the coherence, awareness of the complexity of their craft, and the rhetorical character of the use of theories. On the comparison between the interviews of the pedagogical coordinators and teachers, it was noted that, due to different requirements and several positions they occupy in school organizations, some conflicting views and opposing perceptions were evidenced. In the case of coordinators, these contradictory speeches praise simultaneously, as the characteristic of a good teacher, the autonomy and the ability of submission to a pedagogy towards results and the evaluative control with a demand of the professor to be traditional and innovative at the same time.

Title: Suprasegmental level of language and non-verbal aspects of the contemporary teaching French as a foreign language at the czech schools Keywords: French as a foreign language (FLE), teacher-student interaction, the role of teachers, nonverbal communication, gestures, facial expressions, emotions, the European Framework of Reference for Languages, didactics of foreign languages, language level A1 Abstract: The thesis addresses the absence of suprasegmental level of language and non- verbal aspects of the contemporary teaching of French as a foreign language in the textbooks and at the Czech schools and also examines their importance. Moreover, it aims to analyze the above mentioned phenomena in the French textbook with approval clause textbooks: Amis et compagnie 1, Vite ! 1 and Le français entre nous 1 and draw attention to an insufficient integration of these occurrences in the contemporary teaching of the French language, as well as in the Common European Framework of Reference for Languages. Furthermore, this thesis describe the actual situation and indicate the importance to systematically incorporate stated methods into French lessons, and also to indicate that incorporating suprasegmental and non-verbal methods is realistic, practical and even entertaining, as the comprehensible verbal...

Abstract in English, Afrikaans and Sesotho / Classroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively selected group of primary school HODs and teachers in the Gauteng East District view their experiences, skills and knowledge of classroom discipline and management in a post-corporal punishment era, as explored through a qualitative study using multiple techniques of data gathering? The researcher sought to determine how classroom discipline and management took place and which strategies teachers and HODs could adopt for effective classroom discipline and management. A qualitative research approach was employed for the empirical inquiry carried out at the selected research sites. Information about classroom discipline and management strategies was gathered from selected participants, made up of 24 teachers and six HODs from six primary schools. This was achieved using semi-structured interviews, focus group interviews, document analysis and observation tools. The study revealed that all the selected participants were applying the reactive or punitive disciplinary approach rather than a proactive or positive approach. The literature review on the causes of poor classroom discipline and management, along with the research-based behavioural strategies and the empirical enquiry in the selected schools, allowed the researcher to critically assess the current disciplinary strategies implemented by teachers and HODs in Gauteng East primary schools and to make meaningful recommendations for improvement of discipline and classroom management. The main recommendations entail that teachers and HODs extend their horizons in order to be able to use the three models of control proposed by Wolfgang and Glickman in their classrooms. Use of the three models would aid them in exercising effective and meaningful classroom discipline and in utilising the strategies emanating from the research on effective classroom management. These main recommendations are further extended in the additional recommendations put forward. / Klaskamerdissipline is wêreldwyd een van die hoekstene van goeie onderwys. Hierdie studie is uitgevoer om die rol van onderwysers en departementshoofde in die doeltreffende handhawing van klaskamerdissipline by leerders in uitgesoekte laerskole in Gauteng-Oos te bepaal. Die navorsingsvraag wat deur die navorser gestel is om die tersaaklike inligting in te samel, was: Hoe beskou ʼn doelbewus gekose groep laerskooldepartementshoofde en laerskool-onderwysers in die Gauteng-Oos-distrik hul ervarings, vaardighede en kennis van klaskamerdissipline en -bestuur in ʼn post-lyfstraf-era, soos ondersoek in ʼn kwalitatiewe studie met behulp van verskeie data-insamelingstegnieke? Die navorser het gepoog om te bepaal hoe klaskamerdissipline en -bestuur plaasgevind het en watter strategieë deur onderwysers en departementshoofde aangewend kan word vir doeltreffende klaskamerdissipline en -bestuur. ʼn Kwalitatiewe navorsingsbenadering is gevolg vir die empiriese ondersoek wat by die gekose navorsingsplekke uitgevoer is. Inligting oor klaskamerdissipline en -bestuurstrategieë is verkry van gekose deelnemers bestaande uit 24 onderwysers en ses departementshoofde van ses laerskole. Dit is gedoen deur halfgestruktureerde onderhoude, fokusgroeponderhoude, dokumentontleding en waarnemingshulpmiddele te gebruik. Die studie het getoon dat al die gekose deelnemers die reaktiewe of strafbenadering tot dissipline gevolg het, eerder as ʼn proaktiewe of positiewe benadering. Die literatuuroorsig oor die oorsake van swak klaskamerdissipline en -bestuur, tesame met die navorsingsgebaseerde gedragstrategieë en die empiriese ondersoek in die geselekteerde skole, het dit vir die navorser moontlik gemaak om die huidige dissiplinêre strategieë wat deur onderwysers en departementshoofde in laerskole in Gauteng-Oos geïmplementeer word, krities te assesseer en om sinvolle aanbevelings vir die verbetering van dissipline en klaskamerbestuur te doen. Die vernaamste aanbevelings behels dat onderwysers en departementshoofde hul horisonne moet verbreed sodat hulle in staat sal wees om die drie modelle van beheer wat deur Wolfgang en Glickman voorgestel word, in hul klaskamers te gebruik. Die gebruik van die drie modelle sal hulle help om doeltreffende en sinvolle klaskamerdissipline te beoefen, en om die strategieë wat uit die navorsing oor doeltreffende klaskamerbestuur voortspruit, te gebruik. Hierdie hoofaanbevelings word verder uitgebrei in die bykomende aanbevelings wat gemaak is. / Kgalemo ka phaposing ya ho rutela ke e nngwe ya ditshiya tsa thuto e hantle lefatsheng ka bophara. Phuputso ena e ne e reretswe ho tseba boikarabello ba matitjhere le Dihlooho tsa mafapha (di-HOD) ba ho boloka kgalemo e sebetsang phaposing ya ho rutela hara baithuti dikolong tse kgethilweng tsa mathomo Gauteng Botjhabela. Potso ya patlisiso e entsweng ke mofuputsi ho bokella tlhahisoleseding e nepahetseng e ne e le hore na: Sehlopha se kgethilweng ka boomo sa dihlooho tsa mafapha (di-HOD) le matitjhere a Setereke sa Gauteng Botjhabela se bona boiphihlelo ba sona jwang, bokgoni le tsebo tsa kgalemelo ya phaposing ya ho rutela le tsamaiso nakong ya kamora nako ya ho tloswa ha ho shapuwa ha baithuti jwalo ka ha ho hlahlojwa ka phuputso ya boleng ho sebediswa mekgwa e mengata ya ho bokella datha? Mofuputsi o ile a batla ho tseba hore na kgalemo ya phaposing ya ho rutela le tsamaiso di etsahetse jwang le hore na ke mawa afe ao matitjhere le dihlooho tsa mafapha (di-HOD) ba ka a sebedisang bakeng sa kgalemo e sebetsang ya phaposing ya ho rutela le tsamaiso. Mokgwa wa ho etsa dipatlisiso wa boleng o ile wa sebediswa bakeng sa patlisiso ya tlhahlobo e entsweng dibakeng tsa patlisiso tse kgethilweng. Tlhahisoleseding mabapi le kgalemo ya phaposing ya ho rutela le maano a tsamaiso e ile ya bokellwa ho tswa ho bankakarolo ba kgethilweng, ba entsweng ka matichere a 24 le dihlooho tsa mafapha (di-HOD) tse tsheletseng dikolong tse tsheletseng tsa mathomo. Sena se fihletswe ka dipuisano tse batlang di hlophisitswe, dipuisano tsa sehlopha se kgethilweng, manollo ya ditokomane le disebediswa tsa temoho. Phuputso e senotse hore bankakarolo bohle ba kgethilweng ba ne ba sebedisa mokgwa wa kgalemo o sebetsang kapa o fanang ka kotlo ho fapana le mokgwa o sebetsang kapa o nepahetseng. Tlhahlobo ya dingodilweng ka disosa tsa boitshwaro bo bobe ba phaposing ya ho rutela le tsamaiso, hammoho le maano a boitshwaro a ipapisitseng le dipatlisiso tse matla dikolong tse kgethilweng, e dumelletse mofuputsi ho lekola ka botebo maano a kgalemo a tshebetsong a sebediswang ke matitjhere le dihlooho tsa mafapha (di-HOD) dikolong tsa mathomo tsa Gauteng Botjhabela le ho etsa ditlhahiso tse nang le moelelo bakeng sa ntlafatso ya boitshwaro le tsamaiso ya phaposi ya ho rutela. Ditlhahiso tsa mantlha di kenyeletsa hore matitjhere le dihlooho tsa mafapha (di-HOD) ba batle mekgwa e meng eo ba ka sebetsanang le sena ka yona e le hore ba kgone ho sebedisa dimmotlolo tse tharo tsa taolo tse hlahisitsweng ke Wolfgang le Glickman diphaposing tsa bona tsa ho rutela. Tshebediso ya dimmotlolo tse tharo e ka ba thusa ho sebedisa kgalemo e sebetsang le e nang le moelelo phaposing ya ho rutela le ho sebedisa maano a tswang dipatlisisong a mabapi le tsamaiso e sebetsang ya phaposi ya ho rutela. Ditlhahiso tsena tsa mantlha di boetse di atoloswa ho feta ditlhahisong tsa tlatsetso tse hlahisitsweng. / Educational Management and Leadership / D. Ed. (Education Management)