Teaching is a stressful occupation. Teacher stress can be described as the experiences by teachers of psychological distress such as anxiety, depression and nervousness and languishing, resulting from aspects of their workload and school setting. Stress manifests itself in various ways including psychological, emotional, and social changes. Teachers demonstrate individual discrepancies in their responses to stressors. South Africa is as a multicultural environment with previously segregated school settings based on race. Research revealed that it is possible that the functionality of schools, usually related to school setting, has implications for the psychological well-being of teachers. As comparative study between group White teacher-Black teacher data are limited, this study analysed aspects of psychological well-being to show that race, associated with school setting, can be pervasive determinate of positive mental health. The current study, which is a secondary analysis of the Sympathetic Activity and Ambulatory Blood Pressure in Africans (SABPA) 2008-2009 data, aimed at explaining the similarities and differences by identifying aspects most likely to influence psychological well-being between a White teacher group and a Black teacher group in the North West Province in South Africa. One research question was formulated to reach the purpose of the research and is: How does the psychological well-being of Black and White teachers in different school settings in the North West Province in the South African context compare? A sample consisting of White (208) and Black (200) teachers completed the Mental Health Continuum – Short Form (MHC-SF; Keyes, 2002) to measure positive mental health: the Patient Health Questionnaire (PHQ-9; Kroenke, Spitzer, & Williams, 2001) to measure depression, the Fortitude Questionnaire (FORQ: Pretorius, 1998) to measure social support, and the Teacher Stress Inventory (TSI, Boyle, Borg, Falzon, & Baglioni Jr., 1995) during the SABPA study. Data from various self-reported psychological questionnaires completed by the two teacher groups were included and analysed by means of bivariate correlations of the two teacher groups, t-test comparisons, cross tabulations of categories of positive mental health as well as of depression, and multiple regression. Significant associations were found for the following: teacher stress related to general resources (TSI), teacher stress related to teaching and classroom management (TSI), positive self-appraisal, social support from family, social support from friends and others (FORQ), emotional well-being, and psychological well-being (MHC), for both the White and Black teacher groups. According to regression analysis, in the White teacher group, 11.9% of total variance in teacher stress was accounted for by depression while positive metal health explained 7% of teacher stress. For the Black teacher group, only 2.4% of the total variance of teacher stress was explained by depression and 0.1% by positive mental health. The conclusion is that all teachers experience stress and depression, but according to these results, the effect of stress on well-being seems to be higher among the White group. Although the Black teachers report higher levels of stress, they flourish. In closing, from this comparative study, it was recommended that data between resource availability and school setting pertaining to White-Black teacher groups matched by psychological well-being need to be obtained. Much needed consideration should be given to the development of interventions that explore aspects of psychological well-being of teachers in different school settings. Furthermore, cultural background in the school setting that contributes towards psychological well-being should be considered and applied to guide interventions in the North West Province in South Africa. / MSc (Research Psychology)|cNorth-West University, Potchefstroom Campus|d2014

Teaching is a stressful occupation. Teacher stress can be described as the experiences by teachers of psychological distress such as anxiety, depression and nervousness and languishing, resulting from aspects of their workload and school setting. Stress manifests itself in various ways including psychological, emotional, and social changes. Teachers demonstrate individual discrepancies in their responses to stressors. South Africa is as a multicultural environment with previously segregated school settings based on race. Research revealed that it is possible that the functionality of schools, usually related to school setting, has implications for the psychological well-being of teachers. As comparative study between group White teacher-Black teacher data are limited, this study analysed aspects of psychological well-being to show that race, associated with school setting, can be pervasive determinate of positive mental health. The current study, which is a secondary analysis of the Sympathetic Activity and Ambulatory Blood Pressure in Africans (SABPA) 2008-2009 data, aimed at explaining the similarities and differences by identifying aspects most likely to influence psychological well-being between a White teacher group and a Black teacher group in the North West Province in South Africa. One research question was formulated to reach the purpose of the research and is: How does the psychological well-being of Black and White teachers in different school settings in the North West Province in the South African context compare? A sample consisting of White (208) and Black (200) teachers completed the Mental Health Continuum – Short Form (MHC-SF; Keyes, 2002) to measure positive mental health: the Patient Health Questionnaire (PHQ-9; Kroenke, Spitzer, & Williams, 2001) to measure depression, the Fortitude Questionnaire (FORQ: Pretorius, 1998) to measure social support, and the Teacher Stress Inventory (TSI, Boyle, Borg, Falzon, & Baglioni Jr., 1995) during the SABPA study. Data from various self-reported psychological questionnaires completed by the two teacher groups were included and analysed by means of bivariate correlations of the two teacher groups, t-test comparisons, cross tabulations of categories of positive mental health as well as of depression, and multiple regression. Significant associations were found for the following: teacher stress related to general resources (TSI), teacher stress related to teaching and classroom management (TSI), positive self-appraisal, social support from family, social support from friends and others (FORQ), emotional well-being, and psychological well-being (MHC), for both the White and Black teacher groups. According to regression analysis, in the White teacher group, 11.9% of total variance in teacher stress was accounted for by depression while positive metal health explained 7% of teacher stress. For the Black teacher group, only 2.4% of the total variance of teacher stress was explained by depression and 0.1% by positive mental health. The conclusion is that all teachers experience stress and depression, but according to these results, the effect of stress on well-being seems to be higher among the White group. Although the Black teachers report higher levels of stress, they flourish. In closing, from this comparative study, it was recommended that data between resource availability and school setting pertaining to White-Black teacher groups matched by psychological well-being need to be obtained. Much needed consideration should be given to the development of interventions that explore aspects of psychological well-being of teachers in different school settings. Furthermore, cultural background in the school setting that contributes towards psychological well-being should be considered and applied to guide interventions in the North West Province in South Africa. / MSc (Research Psychology)|cNorth-West University, Potchefstroom Campus|d2014

Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

No abstract available. / Dissertation (MEd)--University of Pretoria, 1952. / gm2014 / Education Management and Policy Studies / Unrestricted

Taxation has become one of the most important concepts in the everyday lives of millions of taxpayers in South Africa. Not only does SARS require each and every employee to be registered as taxpayer but people are more and more reliant on the money in their pocket for everyday survival. Taxpayers want to know why they pay taxes, how the taxes deducted from their income is calculated and what the government is doing with such taxes deducted from the taxpayers. It would thus be for the benefit of both taxpayer and SARS to provide taxpayers in South Africa with a basic form of tax education to provide them with knowledge regarding how the tax system works. School-going children are the future taxpayers of South Africa and therefore it is deemed the most effective place to educate such future taxpayers about taxation. This will allow South African taxpayers to have a basic knowledge on their tax affairs as well as to make informed decisions about their tax affairs. Increasing the level of the taxpayer’s knowledge about taxes will lead to an increase in the attitude of taxpayers about their tax affairs. This will result in an increase in the level of the country’s tax compliance rate and ultimately resulting in the overall increase in the income basis of the South African government. AFRIKAANS : Belasting is besig om een van die mees belangrikste konsepte in die allerdaagse lewe van miljoene belastingpligtiges in Suid-Afrika te word. Nie net alleen vereis die SAID dat ieder en elke werknemer vir belasting geregistreer word nie maar belastingpligtiges raak al hoe meer afhanklik van die geld in hulle sak vir allerdaagse oorlewing. Belastingpligtiges wil weet waarom hulle belasting betaal, hoe die belasting wat hulle betaal bereken word en hoe die belasting wat hulle betaal deur die Suid-Afrikaanse regering spandeer word. Dit sal dus vir beide die belastingbetaler sowel as vir die SAID voordelig wees dat belastingpligtiges in Suid-Afrika ‘n basiese opleiding in die veld van belasting ontvang ten einde hulle te voorsien van kennis rondom die belastingstelsel van Suid-Afrika. Skoolgaande kinders is die toekomstige belastingpligtiges van die land en dit word geag die mees effektiewe plek te wees om die toekomstige belastingpligtiges te onderrig rakende die onderwerp van belasting. Dit sal alle Suid-Afrikaanse belastingpligtiges toerus met ‘n basiese vlak van kennis rakende hulle belastingsake en om hulle in staat te stel om ingeligte besluite te maak rondom hulle belastingsake. Deur dus die vlak van kennis van belastingpligtiges te verhoog, sal dit lei tot ‘n verhoging in die algehele gesindheid van die belastingpligtiges rondom hulle belastingsake. Dit sal verder lei tot ‘n verhoging in die land se belastingnakomingskoers wat dan uiteindelik sal lei tot ‘n verhoging in die inkomste basis van die Suid-Afrikaanse regering. / Dissertation (MCom)--University of Pretoria, 2012. / Taxation / unrestricted

AFRIKAANS : Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid ten opsigte van finansies drasties verander deurdat selfbestuur by skole geïmplementeer is. Daar bestaan groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en beheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Skole se begrotings het sedert 1994 van `n paar honderd duisend rand na `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas ekstra belading op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie ekstra finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief te kan uitvoer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om te bepaal watter faktore die beheer en bestuur van skoolfinansies in `n openbare skool beïnvloed en om `n model daar te stel wat die beheer en bestuur van skoolfinansies in `n openbare skool sal rig. ENGLISH : Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self management of schools, the accountability regarding finances has changed dramatically. Schools’ budgets have increased from thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body. Departmental officials, principals and school governing body members have no experience to handle the extra financial burden. Principals and school governing body members have no experience of carrying this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to determine factors that influence the control and management of public schools’ finances and to present a model that will guide the control and management of a public school’s finances. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

Education White Paper No.6 (2001) – Special Education: Special Needs Education. Building an Inclusive Education and Training System creates the expectation that more South African schools will need to follow an inclusive approach to address, effectively, the varying educational needs of all learners. A number of South African private schools implemented inclusive programs before the publication of this white paper. This research focuses on the perceptions of four South African private school principals with regards to the implementation of these programs and the consequential development of their schools. This qualitative research generated data about the selected private schools through a semi-structured interview, a document analysis, and a literature review. The processed data displayed the principals’ perceptions about the South African private schools’ nature; location; the expertise of the various stakeholders; the schools’ criteria and considerations for administering an inclusive program; the effects of the inclusive programs on the schools’ development; the influence of an inclusive approach on the development of staff, infrastructure and administration within these schools; and the nature of the systemic changes within these private schools. The literature review confirms that inclusive education is a diffuse term and that the American IDEA legislation, as the most progressive policy in this regard, ensures comprehensive inclusive mainstream schools for all learners, irrespective of their educational needs, in the least restrictive environment in their respective communities. The interview data was transcribed, labelled according to specific markers and thematically interpreted in five groups. The data analysis showed that the location of the private school, the expertise of the stakeholders at the school and the motivation for the program’s existence all play a definitive role in the extent; nature; marketing; assessment; policy formulation; accreditation; infrastructural developments; cost; policies; procedures; decision making; leadership style; in service training and staff allocation linked to the inclusive program. There are still misconceptions and questions about inclusive education within and outside the private school milieu. The growing cost and increased workload linked to this approach impede its widespread development and make other schools hesitant to implement it in the same manner as the private schools used in this research sample. AFRIKAANS : Onderwys Witskrif Nr.6 (2001) –Spesiale Onderwys: Die vestiging van ’n inklusiewe Onderwys en Opleidingstelsel se verwagting is dat meer Suid-Afrikaanse skole ’n inklusiewe benadering sal volg om al die onderwysbehoeftes van alle Suid-Afrikaanse leerders effektief aan te spreek. ’n Aantal Suid- Afrikaanse privaatskole het voor hierdie publikasiedatum verskillende inklusiewe programme geïmplementeer. Dié navorsing werp lig op die sienings van vier Suid-Afrikaanse privaatskool-hoofde aangaande die implementering van dié programme én die skoolontwikkeling wat daaruit voortvloei. Die kwalitatiewe het data oor die geselekteerde privaatskole deur ’n semi-gestruktureerde onderhoud, ’n dokument-analise en literatuurstudie ingesamel en verwerk. Die data het die skoolhoofde se persepsies aangaande die Suid-Afrikaanse inklusiewe privaatskole se aard; ligging; die kundigheid van hulle belanghebbendes; die skole se kriteria en oorwegings om die inklusiewe program te bedryf; die effekte van die inklusiewe program op skool- ontwikkelings; die invloed van die inklusiewe benadering op die personeel-, infrastruktuur- en administratiewe ontwikkelings in dié skole; én die aard van die sistemiese veranderings in die privaatskole opgelewer. Die literatuurstudie het bevestig dat inklusiewe onderwys ‘n diffuse term is en dat die Amerikaanse IDEA-wetgewing, as die progressiefste beleid in hierdie verband, verseker dat ‘n volwaardige inklusiewe hoofstroomskool alle leerders, ongeag hulle onderwysbehoefte, in die minsbeperkte leeromgewing in hulle gemeenskap akkommodeer. Die onderhouddata is getranskribeer, volgens merkers geëtiketteer en tematies geïnterpreteer in vyf groeperings. Die data-analise toon dat die ligging van die privaatskool, die kundigheid van belanghebbendes by die skool en die motivering vir die program ‘n besliste rol speel in die omvang; aard; bemarking; assessering; beleidformulering; akkreditering; infrastruktuurontwikkelings; koste; beleide; prosedures; besluite; leierskapstyl; indiensopleiding en personeeltoewysing van die inklusiewe praktyke. Daar is steeds wanopvattings oor inklusiewe onderwys binne en buite die privaatskoolbedryf, en die verhoogde werkslas en groeiende koste hieraan verbonde rem die wydverspreide ontwikkeling en maak nuwe skole huiwerig om dieselfde stap te neem as die gevestigde skole. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

This study examined the level of awareness, knowledge and practices of primary and secondary schools students with regard to waste management. Only a limited number of studies were found to evaluate school student’s awareness, knowledge and practice of waste management in South Africa. Literature was reviewed dealing with waste management awareness, knowledge and practices of school students and discussed at the hand of the principles, objectives and targets of the South African Government towards waste and waste management. Using a structured, self-administered questionnaire, a total of 815 students were surveyed from four primary schools and three secondary schools from the Embalenhle and Secunda area Govan Mbeki Municipality, Mpumalanga South Africa. The data were analysed by the use of descriptive statistics including frequency count, percentage, mean and standard deviation. Other analyses employed included two-way frequency tables with Pearson Chisquare test, Phi coefficient, in order to determine the significant relationship between students’ socio-demographic variables. The study showed that the students were obviously aware of concerns with waste and waste management practices in their schools and local environment. It was also apparent the school students had an acute awareness that poor waste management would have a negative impact on the country as well as on them as the individual. This prominent awareness was however not evident in the students’ waste management practices. Good waste management practices activities were minimal at both the school and home environment. Since school students are seen as one of the key agent of change to work towards a more sustainable future, they should be engaged as young as possible and given a quality array of continuous learning to improve their knowledge on environmental problems such as poor waste management. Improved knowledge would contribute to improved environmental awareness and a pro-environmental attitude. The critical recommendations of the study are that the South African Government will have to intensify the research to better understand the needs of children to environmental matters such as waste management. / M. Environmental Management, North-West University, Potchefstroom Campus, 2014

This study examined the level of awareness, knowledge and practices of primary and secondary schools students with regard to waste management. Only a limited number of studies were found to evaluate school student’s awareness, knowledge and practice of waste management in South Africa. Literature was reviewed dealing with waste management awareness, knowledge and practices of school students and discussed at the hand of the principles, objectives and targets of the South African Government towards waste and waste management. Using a structured, self-administered questionnaire, a total of 815 students were surveyed from four primary schools and three secondary schools from the Embalenhle and Secunda area Govan Mbeki Municipality, Mpumalanga South Africa. The data were analysed by the use of descriptive statistics including frequency count, percentage, mean and standard deviation. Other analyses employed included two-way frequency tables with Pearson Chisquare test, Phi coefficient, in order to determine the significant relationship between students’ socio-demographic variables. The study showed that the students were obviously aware of concerns with waste and waste management practices in their schools and local environment. It was also apparent the school students had an acute awareness that poor waste management would have a negative impact on the country as well as on them as the individual. This prominent awareness was however not evident in the students’ waste management practices. Good waste management practices activities were minimal at both the school and home environment. Since school students are seen as one of the key agent of change to work towards a more sustainable future, they should be engaged as young as possible and given a quality array of continuous learning to improve their knowledge on environmental problems such as poor waste management. Improved knowledge would contribute to improved environmental awareness and a pro-environmental attitude. The critical recommendations of the study are that the South African Government will have to intensify the research to better understand the needs of children to environmental matters such as waste management. / M. Environmental Management, North-West University, Potchefstroom Campus, 2014