M.Ed. (Education Management) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract

M.Ed. / Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. By proposing educator developmental appraisal systems the department was intending to develop educator instructional performance. This study concentrates on educator's instructional development inside the classroom through clinical supervision and its contribution to whole school development. The literature indicated that educators are negative to the style of supervision currently in use. Information obtained from different books clearly states that clinical supervision is a process that directly involves both the educator and supervisor. It stresses mutual understanding and co-supervision between educator and the supervisor. This research used a structured questionnaire to collect data on the opinions of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and ten of these items were relevant to clinical supervision. The structured questionnaires were distributed to a convenient stratified sample in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research study was analyzed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that a pleasant classroom climate is an important need of each learning situation. An atmosphere of collegial relationships among staff and the principal is a pre-requisite for whole school development. It appears as if the instructional development of educators can be better achieved through the implementation of the process of clinical supervision.

BACKGROUND: This study sought to identify factors associated with school personnel’s support for tobacco- free policies in Uganda in 2007 and 2011. METHODS: Data were obtained from the combination of the 2007 (n=515) and 2011 (n=682) Ugandan Global School Personnel Survey (GSPS). Analyses included chi-square statistics and multivariate logistic regression. RESULTS: Of the participants, 92.9% supported the tobacco- free policies and 61.9% (n=727) of the schools had a policy restricting tobacco use within the school premises by personnel and students. However only 52.8% (n=370) of those with school policy reported complete enforcement of the school policy. A greater proportion of non-smokers than smokers were in support of a school policy (94.8% vs. 57.7%; p<0.05). Believing that teacher tobacco use influences student use (OR=8.9; 95% CI= 2.41- 33.47) and supporting increase in price of tobacco products (OR=6.4; 95% CI=1.34- 30.58) were significantly associated with support for policy. Those who supported school tobacco-free policy were also more likely to be of the opinion that tobacco industry should be allowed to sponsor school events (OR=4.4; 95% CI= 1.26- 15.23). CONCLUSIONS: Tobacco control interventions should promote personnel’s enforcement of the policies and raise awareness of Tobacco Industry Advertising Promotion and Sponsorship (TAPS) strategies. / Dissertation (MPH)--University of Pretoria, 2015. / tm2015 / School of Health Systems and Public Health (SHSPH) / MPH / Unrestricted

A model child abuse and neglect reporting policy and procedure was developed which Utah school districts could use in preparing their own district specific policies and procedures for use by district personnel. The development of the model policy was carried out using two groups of consultants for evaluating the model's format, content, and usability. A third group of consultants, the superintendent or a designee in each of the 40 Utah school districts, was asked to evaluate the model policy for completeness, format, and adoptability. The evaluation was made with a questionnaire developed by the researcher and mailed to the 40 Utah superintendents. Accompanying each questionnaire was a letter of transmittal and a self-addressed, stamped, return envelope. Three mailings were utilized to achieve a usable 92.5%return. Examination of the data collected from the superintendents or a designee showed the following: 1. Averaging the questions regarding the completeness of the model policy, 82 . 5% of the respondents rated the overall model policy as being complete. 2. Seventy-six percent of the respondents felt that the format of the model policy would not cause a problem with existing policy format in their districts. 3 . Seventy percent of the respondents would adopt the model policy for use in their district. (Three districts have a policy dealing with child abuse and neglect and two respondents would recommend adoption.)

Indiana University-Purdue University Indianapolis (IUPUI) / The study aim is to identify pervasiveness and factors leading to secondary traumatic stress (STS) in school personnel to increase awareness of the need for support and help for school personnel who are affected by STS. School personnel is defined in this study as all personnel employed by schools and includes, teachers, administrators, staff, resource officers, custodians, lunch aids, bus drivers, nurses, social workers, etc. School personnel work together to support students and ensure that they learn not only educational material, but also social and emotional skills. They also provide a sense of safety for students. School personnel are tasked with providing seven hours of daily support to their students; however, lack of supports, constant stressors, and exposure to secondhand accounts of trauma, put school personnel at risk for STS. This dissertation includes a review of STS in school personnel, theory used to inform and understand STS, a systematic review of STS in school personnel, a cross-sectional study of STS in school personnel from a Midwestern County, and integration of findings including practical implications and need for future research.

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Text in Afrikaans / The being, nature and importance of organisational climate as well as the role of the educational manager in this regard is described. A study regarding cultural differences in the South African milieu was conducted. A pilot study preceded the qualitative, empirical survey for which a questionnaire was designed. Interviews with principals and staff members of different cultural groups were conducted at a primary, secondary and tertiary educational institution. The data is described, analysed and interpreted. Results indicated that a closed organisational climate prevailed at the majority of educational institutions in South Africa with multi-cultural staff. Guidelines for the appointment, training and development of educational managers are given. It is recommended that applicants for educational manager posts are to be selected according to psychometric tests. Current educational managers should be trained with reference to the creation of organisational climate. Management principles, management style, leadership and cultural sensitivity should be addressed. / Na aanleiding van 'n literatuurstudie is die wese, aard en belangrikheid van organisasieklimaat asook die rol van die onderwysbestuurder in die verband beskryf. 'n Literatuurstudie in verband met kultuurverskille in die Suid-Afrikaanse milieu is onderneem. 'n Loodsstudie is gedoen. 'n Vraelys is antwerp vir 'n kwalitatiewe, empiriese ondersoek. Onderhoude is by 'n primere, sekondere en tersiere onderwysinstansie met drie hoofde en elf personeellede van verskillende kultuurgroepe gevoer. Die data is beskryf, geanaliseer en gei"nterpreteer. Daar is gevind dat 'n geslote organisasieklimaat by die meerderheid onderwysinstansies in Suid-Afrika met multikulturele personele heers. Riglyne is verskaf vir die aanstelling, opleiding en ontwikkeling van onderwysbestuurders. Daar word aanbeveel dat aansoekers vir onderwysbestuursposte na aanleiding van psigometriese toetsing gekeur word. Huidige onderwysbestuurders meet indiensopleiding en ontwikkelingsgeleenthede ontvang ten opsigtevanorganisasieklimaatskepping metverwysingnabestuursbeginsels, bestuurstyl, leierskap en kultuursensitiwiteit om hulle toe te rus vir hulle moeilike taak. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Repeated instances of bullying plague schools and immobilize the learning environment for many students. Dissimilar views of policies related to bullying make it difficult for school personnel to consistently intervene on behalf of the victim. The purpose of this case study was to bring awareness to the diverse perceptions school personnel have concerning bullying and the constraints those perceptions place on implementing policies and practices set forth by the school. This qualitative case study examined the understanding and knowledge that school personnel had about bullying policies and practices at three private/independent middle schools in the metro Atlanta area. The research questions addressed were: What are school personnel’s understandings of the bullying policies at their school? What were their perceptions of bullying within their school? How does school personnel’s perception of bullying impact their efforts to intervene? Participants for the study included 3 middle school principals, two deans of students, three counselors and nine teachers. Data collected through interviews, non-participant observations, and documentation provided by each school yielded findings that clarity and awareness of bullying policies and practices were not always apparent. Additionally, varying perceptions of bullying impacted intervention efforts by school personnel. The study revealed the need for a clear and concise definition of bullying, along with policies and practices that address the issue. Additionally, school leaders need to monitor and hold school personnel accountable to address bullying consistently within the school.

The aim for this study is to examine how school personnel perceive adolescents attitude towards drugs and narcotics in general and, in this case, cannabis in particular over a time period of about eleven years. The study focuses on two smaller municipalities to determine whether the previous big city problems of drugs now also effects smaller cities. In the light of a world where cannabis has been liberalized in many countries, both in Europe and America, the question rises of how this will affect the Swedish youth and the Swedish schools. By the two cases examined in this study, one can determine that cannabis has been liberalized in the sense of it being more accepted among the adolescents even if the amount of people using not has risen notably during the examined period. This raises the question what this means for the school personnel, such as mentors, principals and school nurses. In the two cases examined in this study we can determine that the biggest difference in their case is how you must talk to the students about cannabis and how you must present the dangers of using it. Earlier it seems to have been easier to motivate a student not to smoke by mostly talking about how it affects your health negatively. Today, according to some of the respondents, the teachers and other personnel has to be more prepared to face counterargument from students concerning the use of cannabis and whether it is dangerous or not.