Made available in DSpace on 2015-03-05T19:36:36Z (GMT). No. of bitstreams: 0 Previous issue date: 31 / Nenhuma / A presente dissertação faz parte da Linha de Pesquisa Clínica da Infância e Adolescência, do Programa de Pós-Graduação em Psicologia – Mestrado da Universidade do Vale do Rio dos Sinos-UNISINOS. Este trabalho está dividido em três partes. A primeira constitui-se na formulação de um artigo de revisão bibliográfica, como resgate teórico acerca das temáticas estudadas, que envolvem Síndrome de Burnout, clima social e violência escolar. Na segunda, é apresentado um estudo empírico, visando contribuir para o campo das abordagens sobre a Síndrome de Burnout em docentes. Por fim, um relatório detalhando a experiência da pesquisadora como um todo. Esse estudo buscou verificar os níveis de Burnout em 135 docentes de escolas públicas, investigando as relações entre suas percepções sobre clima social e violência na escola. Trata-se de uma pesquisa com abordagem quantitativa, na qual foram utilizados os instrumentos: Inventário MBI - Maslach Burnout Inventory de Maslach & Jackson, na versão ED-Educators Survey, que possi / This paper is part of the Clinical Research of Childhood and Adolescence, of the Graduate Syllabus in Psychology – Master’s degree of the University of Vale do Rio dos Sinos-UNISINOS. This paper is divided into three parts. The first is in the wording of an article for review, as rescue theoretical issues about the study, involving Burnout Syndrome, social climate and school violence. The second is an empirical study presented in order to contribute to the field of approaches on the Burnout Syndrome in teachers. Finally, a report detailing the experience of the researcher as a whole is presented. This study tried to evaluate the levels of burnout among 135 teachers from public schools, investigating the relationship between their perceptions of social climate and school violence. It uses a quantitative research approach in which tools as Inventory MBI - Maslach Burnout Inventory Maslach & Jackson, as ED-Educators Survey, which will narrow the Burnout Syndrome in teachers, was employed . The scale ECLIS - Scal

Aims: The aims of this thesis were focused on the social climate of inpatient forensic mental health settings. Firstly, the study reviewed the literature of qualitative studies of staff and patient experiences of social climate. Secondly, the utility of a case study methodology to examine innovations to practice in forensic mental health settings are discussed. Thirdly, a longitudinal case study aimed to examine the impact of a Mentalization based treatment (MBT) training and case consultation intervention on the functioning of a low secure ward. Method: A systematic review and qualitative synthesis of social climate in forensic mental health settings was completed using the ‘best-fit’ framework approach. Secondly, a critical analysis of case study methodology was presented based on key decision points. A longitudinal ward case study with staff (n=37) and patient (n=7) participants examined the impact of staff MBT training and MBT based case consultation sessions. MBT based case consultation sessions ran on the ward over an eight month period. Data was collected through a range of methods including questionnaires, semi-structured interviews, ward observations and routinely reported data. The case study data was tested through a pattern matching approach with reference to rival explanations. Results: The systematic review identified 20 papers that met the inclusion criteria. The framework synthesis identified 22 themes related to social climate, which were organised in a conceptual model. Ten themes were seen to represent the experience of social climate. Consideration of the applicability of the case study method to forensic settings found the method to be feasible and acceptable to staff though a limitation is that outcomes are tentative and open to rival explanations. Positive impacts of the training and case consultation intervention included an increase in enthusiasm for working with patients with a personality disorder diagnosis and evidence of some increased team cohesion. The main rival explanation identified was the impact of changes to the composition of the staff and patient group. Conclusions: The systematic review findings highlight that current quantitative measures of social climate may not fully represent the construct. The conceptual model developed allows for generation of potential interventions to improve social climate. In the case study, staff reported positive perspectives of both MBT training and the case consultation sessions. The intervention did not appear to impact on patient motivation, though patients reported positive changes in staff behaviour. The case study method was seen as applicable to forensic mental health settings and provided interpretable data useful for analytical generalisations, and clinically in considering innovations to practice.

<p>Pupil achievement and behaviour in schools was earlier seen as given by socioeconomic and biological factors. But since the late 1970s the school effectiveness research has come to give school factors a much greater role for pupils’ attainments. Research has shown that schools´ pedagogical and social climate, which is to be seen as a complex product of deeply felt values and norms held by school principals and teachers and developed through practical actions, can explain variations in effectiveness between schools. Effectiveness is here to be seen as a higher mean cognitive and non cognitive student outcome than is expected with regard to initial attainment or family background. In this context all schools can be effective.</p><p>The purpose of this dissertation is to study the pedagogical and the social climate in two secondary schools in order to answer the question of how the climate can describe their conditions for future evolvement in effectiveness. The method of data collection is qualitative enquiries and has been conducted through interviews with principals, teachers and pupils. Our two schools are based in the same council and have a similar intake of pupils. The results derived from the study show that one school has a better pedagogical and social climate than the other which at the same time gives it greater conditions for future effectiveness.</p>

Pupil achievement and behaviour in schools was earlier seen as given by socioeconomic and biological factors. But since the late 1970s the school effectiveness research has come to give school factors a much greater role for pupils’ attainments. Research has shown that schools´ pedagogical and social climate, which is to be seen as a complex product of deeply felt values and norms held by school principals and teachers and developed through practical actions, can explain variations in effectiveness between schools. Effectiveness is here to be seen as a higher mean cognitive and non cognitive student outcome than is expected with regard to initial attainment or family background. In this context all schools can be effective. The purpose of this dissertation is to study the pedagogical and the social climate in two secondary schools in order to answer the question of how the climate can describe their conditions for future evolvement in effectiveness. The method of data collection is qualitative enquiries and has been conducted through interviews with principals, teachers and pupils. Our two schools are based in the same council and have a similar intake of pupils. The results derived from the study show that one school has a better pedagogical and social climate than the other which at the same time gives it greater conditions for future effectiveness.

A school classroom is a complex, dynamic social system. As the formal and informal norms and rules of classroom behaviour evolve, a stable socio-psychological climate is created. Teachers frequently speak of a classroom's climate, atmosphere, tone or ambience and consider it to be both important in its own right and influential on student learning. Classroom climate is considered a useful criterion variable for evaluating the instructional and learning process. It helps educators to understand the social, emotional and psychological dimensions in classroom life. Over the past two decades, researchers have produced numerous studies attesting to the importance of classroom climate in mediating cognitive and affective outcomes. The three common approaches to studying classroom environment involve systematic observation, case studies and assessing student and teacher perceptions. Perceptual measures were used in this study. Although important educational climate work has been undertaken by researchers interested in a variety of school subject areas, very little research has been done on the classroom climate of physical education classes. The ultimate aim of the study was to derive knowledge of and insight into the classroom climate in physical education classes. To realise this goal the following aims were set for this study: To conceptualise and identify the determinants that decide classroom climate enhancement in general and specifically PE-classes by means of a literature study. To measure the reliability and validity of a suitable instrument to measure the classroom climate in PE-classes. To determine the classroom climate by means of the suitable measuring instrument. To achieve the first aim of the study an empirical literature survey was conducted where classroom climate was conceptualised and specific determinants were identified which could influence classroom climate in general and the classroom climate in PE-classes specifically. To achieve the second aim, a pilot study was conducted to determine the reliability and validity of an adjusted form of the CES (CES-PE) and the ML-LO to be used in PE classes. Reliability and validity of the CES-PE and ML-LO to be used in PE settings, were proved. To achieve the third aim of the study a questionnaire study was conducted on 1178 pupils and 22 teachers in 11 schools of the Northwest and Gauteng provinces. The pupils included in the study ranged from standards 6 to 9. The results of the empirical research were as follows: The classroom climate experienced in PE-classes was regarded as being very positive. The PE teacher perceived the classroom climate in a more positive light than the pupils. There were no major differences between boys and girls of the classroom climate experienced. There were no major differences between the different standards of the classroom climate experienced. Some determinants that could influence classroom climate in PE-classes were measured with the ML-LO. Results thereof were that the pupils regarded the PE-teacher, PE-uniform, the status of PE, the use of PE in the school programme and the availability of PE-apparatus positively. There were some negative aspects, the main one being that there was not sufficient time to undress and dress and for hygiene care after PE-classes. The PE-teachers completed an additional questionnaire (MO-LO) to gather their views on certain aspects in PE classes. Two main findings came to light: firstly that PE-teachers regard themselves as being well equipped to teach PE at school and, secondly, that the main goal of the PE-teacher is to make PE-classes enjoyable and thereby foster a positive attitude towards physical activities and sport in the pupils. The following recommendation resulting from this research was considered to be the most important: There is a vast necessity for further research to be done in the RSA with regard to the creation of a positive classroom climate in secondary schools, especially in light of the new education policies. This aspect can be addressed by including courses in classroom climate at tertiary education centres. / Proefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995

A school classroom is a complex, dynamic social system. As the formal and informal norms and rules of classroom behaviour evolve, a stable socio-psychological climate is created. Teachers frequently speak of a classroom's climate, atmosphere, tone or ambience and consider it to be both important in its own right and influential on student learning. Classroom climate is considered a useful criterion variable for evaluating the instructional and learning process. It helps educators to understand the social, emotional and psychological dimensions in classroom life. Over the past two decades, researchers have produced numerous studies attesting to the importance of classroom climate in mediating cognitive and affective outcomes. The three common approaches to studying classroom environment involve systematic observation, case studies and assessing student and teacher perceptions. Perceptual measures were used in this study. Although important educational climate work has been undertaken by researchers interested in a variety of school subject areas, very little research has been done on the classroom climate of physical education classes. The ultimate aim of the study was to derive knowledge of and insight into the classroom climate in physical education classes. To realise this goal the following aims were set for this study: To conceptualise and identify the determinants that decide classroom climate enhancement in general and specifically PE-classes by means of a literature study. To measure the reliability and validity of a suitable instrument to measure the classroom climate in PE-classes. To determine the classroom climate by means of the suitable measuring instrument. To achieve the first aim of the study an empirical literature survey was conducted where classroom climate was conceptualised and specific determinants were identified which could influence classroom climate in general and the classroom climate in PE-classes specifically. To achieve the second aim, a pilot study was conducted to determine the reliability and validity of an adjusted form of the CES (CES-PE) and the ML-LO to be used in PE classes. Reliability and validity of the CES-PE and ML-LO to be used in PE settings, were proved. To achieve the third aim of the study a questionnaire study was conducted on 1178 pupils and 22 teachers in 11 schools of the Northwest and Gauteng provinces. The pupils included in the study ranged from standards 6 to 9. The results of the empirical research were as follows: The classroom climate experienced in PE-classes was regarded as being very positive. The PE teacher perceived the classroom climate in a more positive light than the pupils. There were no major differences between boys and girls of the classroom climate experienced. There were no major differences between the different standards of the classroom climate experienced. Some determinants that could influence classroom climate in PE-classes were measured with the ML-LO. Results thereof were that the pupils regarded the PE-teacher, PE-uniform, the status of PE, the use of PE in the school programme and the availability of PE-apparatus positively. There were some negative aspects, the main one being that there was not sufficient time to undress and dress and for hygiene care after PE-classes. The PE-teachers completed an additional questionnaire (MO-LO) to gather their views on certain aspects in PE classes. Two main findings came to light: firstly that PE-teachers regard themselves as being well equipped to teach PE at school and, secondly, that the main goal of the PE-teacher is to make PE-classes enjoyable and thereby foster a positive attitude towards physical activities and sport in the pupils. The following recommendation resulting from this research was considered to be the most important: There is a vast necessity for further research to be done in the RSA with regard to the creation of a positive classroom climate in secondary schools, especially in light of the new education policies. This aspect can be addressed by including courses in classroom climate at tertiary education centres. / Proefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995

This diploma work deals with social climate measuring within secondary school teaching staff and interpersonal relationship impact on training and education process in school environment. The theoretical part involves terms related to teaching staff climate and explores various forms of interpersonal relationship in school environment. The practical part investigates a particular teaching staff at a particular vocational school. The outcome analysis is compared to standardised specifications composed by KUS questionnaire schedule authors. This has been utilised to implement teaching staff diagnosis in this work. The results are provided in form of charts and graphs with a detailed description.

abstract: In college, students are continuously learning and maturing, prompting transitions, as they grow to enhance their academic, vocational, and personal development. As such, institutions of higher education must also consider how to support students in these transitions. At the Teachers College at Southwestern University, 59% (N=86) of students in Educational Studies, a non-certification major, transitioned from teacher certification majors. In an ecology that centralizes students pursuing teacher certification, students majoring in Educational Studies do not receive the adequate support, particularly in addressing their concerns and curiosities regarding their future career trajectories. This qualitative study drew on Bronfenbrenner’s ecological models of human development and Moos’ ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways. Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one’s ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

The 20th century and the beginning of the 21st century have brought a lot of changes in all people´s lifes. There was The big economic crisis, two world wars, totalitarian regime and terrorostic attacks. But there were also some positive events. The 20th century was influenced by progress in car and aircraft industry, medicine and the media. These events intervened in society, in every individual´s life. This happened in the Czech republic too. Except for these events, our country was influenced by totalitarian regime and the following coming of demokracy. How has it changed people´s lifes and children´s behavior in a century, that is also called {\clqq}the century of child``? The aim of this Diploma Work was to map the Influence of the Social Climate on the Childrens Behaviour at Primary Schools in South Bohemian region. A partial aim of the Diploma Work was to compare facts from literature from 70th and 80th years of 20th century and from 90th years of 20th century and after year 2000. I used a secondary data analysis. I compared books and articles about upbringing. Some of them were edited in 70th and 80th years of 20th century and some books and articles were edited in 90th years of 20th century and after year 2000. This method was supplement wit semistandardized interviews with 25 primary and secondary school teachers. The main quota was the teachers´age. They had to be older than 40 years to be able to compare children´s behavior before and after 1989. The results of the interviews showed, that most of asked teachers feel the change in children´s behavior after coming of demokracy in the Czech republic. These teachers think, that it is caused by political change in our country. This fact agrees with literature resources I used in my Diploma Work only partialy. Most of the resources coincide, that the change of the children´s behavior is caused by general development of society, the coming of demokracy is only a part of this development. In the research following hypotheses were determined: Hypothesis 1 Behavior of today´s children isn´t caused only by the coming of demokracy. Hypothesis 2 Playing PC games and watching TV is the most frequent way of spending children´s free time. Hypothesis 3 Older generation of teachers adapt badly to modern teaching techniques. This Work should help teachers to realize, that not only a political system changes children´s behavior. This Work should also help parents and schools to realize, that society development changes children´s behavior. Today´s children are surrounded by many stimulations, material things etc. This could also change their behavior, values and attitudes.

Diploma theses analyses the job satisfaction problem of employees of the company XY including the social climate aspects. On the basis of questionnaire method the factors which are affecting job satisfaction in positive way, as well as the factors which originate job dissatisfaction have been specified. The information obtained from these questionnaires have been analysed and explicated at the same time. The author has proposed some measures to remedy the situation in the workplace as well to increase the factor of job satisfaction, motivation and social climate in the workplace.