Thesis (M.Ed.) --University of Limpopo, 2013 / The Constitution, Act 108(1996:14) states that “everyone has the right to basic education”. This means that all the children of South Africa will be given education at primary level which will be funded by the state. The success, therefore, of both the nation and the state will depend on its education system.Historically, South African education is characterised by two eras of education systems, namely, apartheid education and democratic education. Apartheid education which was racially grounded resulted in poverty, degradation and imbalanced funding in black rural schools. The democratic principles in the new education system have created a space for the redress of inequality in South African schools. This is evidenced in the establishment of the school governing body (SGB) as the legitimate body to take the issue of “redress” forward(SASA, Act 84 of 1996). According to Section 36 of SASA, the state acknowledges its failure to provide sufficient funding to public schools, and mandated the SGB to obtain additional resources in order to improve the quality of education. The money allocated by the state to schools is clearly not enough.Many principals and SGBs are placed under tremendous pressure to manage and raise funds for their schools, because they are unable to work out practical solutions to financial problems, on account of their lack of financial knowledge, skills and expertise (Mestry, 2006:8). This study investigated the effectiveness of fundraising in the rural schools of Groot Letaba Circuit in Limpopo in order to find out whether fundraising is being done, different strategies employed and problems encountered in raising funds in unique rural public schoolsettings. The literature revealed that there are various fundraising strategies that may be used to raise money for schools to improve the quality of education. The study also focused on Potterton et al’s(2002)theory of formulation for successful fundraising. The theory discusses how school fundraising can be done through the partnerships of the following stakeholders: school community, members of the broader community and the business community. The methodology used in this study was a qualitative approach. Phenomenological research design was adopted; and in terms of the data collection tool, semi-structured (open-ended) interviewschedules for both the primary and secondary principals, SGB chairpersons and SGB treasurers.The findings of this study revealed that fundraising in the rural schools of Groot Letaba Circuit in Limpopo Province was not successfully done to cater for the needs of the schools. Recommendations and guidelines were given with the intention of eliminatingor minimising fundraising problems so that schools can function to their maximum potential.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 122-128) Also available in print.

The overall aim of this thesis is to illuminate meanings of being a co-worker, supervisor and closely connected to a person developing burnout, and to describe perceptions of signs preceding burnout. The thesis comprises four papers and is based on qualitative data. In papers I and II, the data material consisted of interviews with 15 female coworkers of a person developing burnout, in paper III, interviews with 12 supervisors to care providers suffering from burnout, and in paper IV, interviews on two occasions with 5 people closely connected to a person developing burnout. Thematic content analysis (I) and phenomenological-hermeneutic method (II, III, IV) was used to analyse/interpret the interview text. The findings show that the coworkers retrospectively recalled different signs preceding their workmate’s burnout. They describe that their workmate was struggling to manage alone and was showing self-sacrifice. Co-workers also describe that their workmates were struggling to achieve unattainable goals and were becoming distanced and isolated. Finally, the co-workers describe that their workmates were showing signs of falling apart (I). Meanings of being a female co-worker to a person developing burnout are struggling, on the one hand to understand and help the person with symptoms of burnout, and on the other to manage one’s own work. This burdensome situation means that the co-workers are filled with contradictory and frustrating feelings and when the workmate is finally sick-listed, troubled conscience arise in the coworkers (II). Meanings of being a supervisor for care providers suffering from burnout are struggling to help the care provider continue to work, but being responsible for the unit, the supervisors are forced to ensure that the work is carried out. As the situation proceeds, supervisors are trapped in a predicament, unable to help and feeling inadequate. When the care provider is sick-listed, feelings of self-blame arise. When the time comes for rehabilitation the supervisors are once again caught between conflicting demands in a seemingly impossible mission (III). Meanings of being closely connected to a person suffering from burnout are putting one’s life on hold in order to help the person, striving to stand by to the person developing burnout, regardless of one’s own needs. Those closely connected are saving the face of the person developing burnout in order to protect them from stress. As the situation proceeds, those closely connected carry the burden alone in this strained situation and sometimes they are treated with disrespect by the person developing burnout, a situation which reveals their own suffering. Striving to find recuperation engenders troubled conscience. This situation reveals a huge need for support for those closely connected to a person developing burnout (IV). The comprehensive understanding is that meanings of being a co-worker, supervisor and closely connected to a person developing burnout are, on the one hand, a complicated struggle to support the person and on the other to shoulder a heavy burden. They try to do everything they can to help and support the person developing burnout (II-IV), these attempts, however, do not seem to reach through (I-IV). Co-workers describe signs that something is the matter (I), but they (co-workers, supervisors and those closely connected) do not understand what is happening (IIIV). This burdensome situation is full of conflict for those involved, torn between the complicated struggle to support the person developing burnout and to manage this burdensome situation. Faced with their own shortcomings, troubled conscience arises. The comprehensive understanding of the four papers (I-IV) are discussed and reflected on with the help of social support theories and the ideas of the Danish philosopher Lögstrup’s thoughts about the ethical demand.

This bachelor thesis is intended to point out differences within the supervisors’ role and contribute in making the role more attractive. At present the information about how the supervisors’ perspective varies on the supervisors’ role and the introduction to it depending on work experience and education is unknown. Further it was investigated why the supervisors’ role is seen as an entrance to the building industry and how to develop the role to encourage the supervisors to stay longer within it. In the collection of data we have been interviewing supervisors and studying literature. In total we have interviewed 14 supervisors in the region of Jönköping and the result of the literature study has subsequently been used to substantiate the outcome of the interviews. The selection of interviewees was partly based on the supervisors’ work experience and educational level but consideration regarding sex and age was also taken. The result showed that the supervisors experience their role as a diverse, social and coordinating role and the main work involves staking, preparation for upcoming activities, answering questions and solving problems that occur. Furthermore it appeared that the supervisors’ role varies in work tasks as well as what is considered positive, negative and difficult. Moreover varies the role in the vision of the leadership and the experience of response from co-workers. Although it also appeared that the variations may not always depend on work experience and education level but also on the supervisors’ personality. The supervisors, who have experience from being craftsmen, were considered to have several advantages, for example concerning practical understanding, detecting inaccuracies and delays and that they more easily get accepted by the co-workers. The result indicated that the supervisors are experiencing their first months in the role differently depending on work experience and educational level. Most of them also believe that there are opportunities for improvement concerning the introduction period. The supervisors who have experience from being craftsmen felt prepared for the role to a greater extent than those supervisors who have an engineering degree. It were primarily those with an engineering degree who feel the need of a mentor but the majority of the supervisors reckons that if mentorship is to be used the mentor should be working at the same place as the supervisor. In addition, it was shown that the supervisors enjoy their role but the supervisors who have an engineering degree see the role as more attractive than those with a background as craftsmen. Possible enhancements mentioned were improved wage development, increasingly greater responsibility, better economic planning and more variation in the types of projects and tasks. The conclusions drawn were that the supervisors’ role varies in the aspect of the role itself and of the experience from the introduction period as well as that there are certain requests for mentorship and that there are opportunities to introduce changes which may make sure that the supervisors remain longer in their role.

Η έρευνα διεξήχθη την περίοδο Οκτωβρίου 2011 – Φεβρουαρίου 2012 σε ιδιωτικές επιχειρήσεις στην Ελλάδα. Χρησιμοποιεί ερωτηματολόγια και σε βάθος συνεντεύξεις για να αντλήσει την απαραίτητη πληροφορία. H πρώτη ενότητα της έρευνας αναφέρεται στην ταχεία και επιτυχημένη ανάπτυξη του ηγέτη, δηλαδή κατώτερων και μεσαίων στελεχών, των υφισταμένων του (προσωπική ανάπτυξη των υφισταμένων) και της ομάδας του κατά την διάρκεια του 2011. Η ταχεία ανάπτυξη του ηγέτη αποδυναμώνει τη δυνατότητα συνεργασίας του με μεγάλη γκάμα ανθρώπων και τη δυνατότητα εκτίμησης των ηγετικών προκλήσεων. Η ταχεία ανάπτυξη των υφισταμένων στηρίζεται στη δικτύωση της ομάδας τους με άλλες ομάδες εντός και εκτός της επιχείρησης. Ο υφιστάμενος στην περίπτωση αυτή, πρέπει να διαχειριστεί ένα εκτεταμένο δίκτυο με μεταβαλλόμενα συμφέροντα και συμμαχίες. Στην ταχεία ανάπτυξη, η καθιέρωση κανόνων για τη λειτουργία της ομάδας δεν ευνοεί την ανάπτυξη της εμπιστοσύνης και της αλληλεγγύης μεταξύ των μελών της. Αντίθετα, η επιτυχημένη ανάπτυξη του ηγέτη, των υφισταμένων του και της ομάδας του δεν εμφανίζει τα παραπάνω μειονεκτήματα. Φαίνεται ότι ο καθορισμός στόχων που εμπνέουν και καθοδηγούν είναι σημαντικός για την επιτυχημένη ανάπτυξη υφισταμένων και ομάδας. Συμπεραίνουμε ότι για την επιτυχημένη ανάπτυξή τους απαιτείται χαρισματική ηγεσία σε σύγκριση με την ταχεία ανάπτυξή τους όπου δεν χρειάζεται χαρισματική ηγεσία. Επιπλέον, η ανταλλακτική ηγεσία είναι εξίσου σημαντική τόσο για την επιτυχημένη όσο και για την ταχεία ανάπτυξη υφισταμένων και ομάδας. Η δυνατότητα εξέλιξης της ταχείας ανάπτυξης σε επιτυχημένη ανάπτυξη είναι δυνατή, εφόσον τα μειονεκτήματα από την ταχεία ανάπτυξη ελεγχθούν. Επιπλέον, εξετάζεται η σχέση της ταχείας και επιτυχημένης ανάπτυξης του ηγέτη, των υφισταμένων και της ομάδας του με την ικανοποίηση από την εργασία του ηγέτη και των υφισταμένων του. Είναι σημαντικό να τονιστεί εδώ ότι η ταχεία ανάπτυξη των υφισταμένων και της ομάδας δεν συμβάλλει στην ικανοποίηση του ηγέτη από την εργασία του. Η δεύτερη ενότητα της έρευνας αναφέρεται στη λήψη και στην υλοποίηση αποφάσεων από τα κατώτερα και μεσαία στελέχη κατά τη διάρκεια του 2011. Ο ηγέτης με την ανάπτυξή του φέρει αποκλειστικά το βάρος της λήψης των δευτερεουσών αποφάσεων οι οποίες προκύπτουν από τις στρατηγικές αποφάσεις. Η ανάπτυξη των υφισταμένων και η ανάπτυξη της ομάδας δεν έχουν καμία επίδραση στην λήψη των αποφάσεων από τον ηγέτη. Και τούτο γιατί με τις συχνές μετακινήσεις στελεχών ανάμεσα σε διαφορετικά έργα και οργανωτικές μονάδες, η έννοια της εμπιστοσύνης μεταξύ των μελών της ομάδας καταργείται. Αντίστοιχα, σε ό,τι αφορά την υλοποίηση των αποφάσεων, η ανάπτυξη των υφισταμένων κατά πρώτον και η ανάπτυξη του ηγέτη εν συνεχεία, φέρουν το βάρος της υλοποίησης των αποφάσεων. Και πάλι, η ανάπτυξη της ομάδας δεν παίζει κανένα ρόλο στην υλοποίηση των αποφάσεων. Επίσης μελετώνται οι ενέργειες του ηγέτη που οδηγούν στη λήψη επιτυχημένων αποφάσεων από τον ίδιο. Οι παραπάνω ενέργειες σηματοδοτούν ένα νέο, βελτιωμένο επίπεδο ανάπτυξης του ηγέτη. Όπως επίσης μελετώνται οι ενέργειες του ηγέτη που οδηγούν σε επιτυχημένη υλοποίηση των αποφάσεων. Οι παραπάνω ενέργειες σηματοδοτούν ένα νέο, βελτιωμένο επίπεδο ανάπτυξης των υφισταμένων ως μεμονωμένα άτομα. Τέλος, η ίδια η επιτυχημένη υλοποίηση των αποφάσεων συμβάλλει στην ικανοποίηση του ηγέτη από την εργασία του και στην ικανοποίηση των υφισταμένων του από την εργασία τους κατά τη διάρκεια της υλοποίησης των αποφάσεων. Συνολικά, τα παραπάνω συμπεράσματα ανοίγουν νέους δρόμους στην βιβλιογραφία των διαφορετικών ταχυτήτων ανάπτυξης ηγέτη, υφισταμένων και ομάδας όσο και στην από κοινού μελέτη της λήψης και της υλοποίησης αποφάσεων. / The research has taken place between October 2011 and February 2012, at private companies in Greece and it uses questionnaires and in depth interviews in order to extract the necessary information. The first part of the research refers to the successful vs. the fast development of the leader (supervisors and middle managers), of his/her followers (personal development of subordinates) and of his/her team (group development) during 2011. It was identified that the leader’s fast development weakens his/her ability to work with a wide variety of people and to appreciate the nature of the challenges of leadership. Also, the fast development of the followers is based on the network with other teams inside and outside the company. The follower in this case, has to manage a broad network of changing interests and alliances. The fast development of the team depends on the establishment of rules for its well - functioning. Unfortunately, the necessity to impose these rules is a low stage of team development. On the contrary, the successful development of the leader, of his/her followers and of his/her team does not have the above mentioned disantavantages. The definition of goals which provide guidance and inspiration is of importance for the successful development of the followers and their teams, whereas it is of no importance for their fast development. We thus conclude that the successful development of the followers and their teams demands for a transformational leadership in comparison to their fast development. The transactional leadership is of the same importance for the successful as well as the fast development of followers and teams. According to the conclusions of the research performed, the evolution from a fast development to a successful one is possible, as long as the disadvantages of the fast development are controlled. Furthermore, the research examines the relationship of the successful and fast development of the leader, of his/her followers and of his team with the job satisfaction of the leader and the job satisfaction of his/her followers. What is important here, is that the fast development of the followers and the team does not contribute to the job satisfaction of the leader. The second part of the research, refers to the decision making and decision implementation of supervisors and middle managers during the year 2011. The leader’s development participates solely in the leader’s making of secondary decisions originating from the strategic decisions of the enterprise. The subordinates development and the team development have no share in the leader’s decision making. This is because the subordinate transfer among different projects and departments thus, abolishing team trust. Accordingly, the implementation of secondary decisions is due to the subordinates’ development firstly, and the leader’s development secondly. Again, team development has no share in the decision implementation. In addition, the leader activities which lead to successful decisions are examined. These acivities refer to a new, improved stage of leader’s development. And the leader activities which lead to a successful decision implementation are examined. These activities refer to a new, improved stage of followers’ development. At last, it was found that the successful decision implementation contributes to the job satisfaction of the leader as well as the job satisfaction of his/her followers during decision implementation. Overall, the above findings offer important new directions to the literature of the different speeds of leader, follower and team development as well as to the joint study of decision making and decision implementation.

The purpose of this study was to examine the social relationship and social support at the daily work. Furthermore, this study aimed to create an understanding of the importance of social relations and support between employees and supervisors within an organization. For this purpose, 10 interviews were conducted with employees and supervisors from one municipality and two authorities. The study showed that strong working relationship and social support within a workplace and between supervisors and employees can create the prerequisite for a higher efficiency and better health among employees. Furthermore, the study showed that a good relationship and support between supervisors and employees can increase the motivation and feeling of a strong entity among employees. The result of the study also indicated the importance of a strong structure build buy a good dialogue and support between supervisors and employees within an organization. / Syftet med denna studie var att studera sociala relationerna och stödet i det dagliga arbetet. Vidare syftade studien till att skapa förståelse för vikten av sociala relationer och stöd mellan medarbetare och chefer inom en organisation. Studien utgick från en kvalitativ metod för att samla in data genom tio intervjuer med anställda och chefer inom en kommun och två statliga myndigheter. Studiens resultat visade att det finns en stark koppling mellan sociala relationer och stöd samt bättre hälsa och effektivitet inom en organisation. Vidare visade studien ett bra förhållande mellan chefer och medarbetare frambringar motivation och gemenskapskänsla. Studien indikerar vikten av en ledning som ständigt överväger att skapa en stark struktur med arbetsdialog och stöd mellan chefer och medarbetare.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-22T11:43:21Z No. of bitstreams: 1 Monica da Silva Valadão.pdf: 5594728 bytes, checksum: 5889879dc56c15258129b8e395784b53 (MD5) / Made available in DSpace on 2018-11-22T11:43:21Z (GMT). No. of bitstreams: 1 Monica da Silva Valadão.pdf: 5594728 bytes, checksum: 5889879dc56c15258129b8e395784b53 (MD5) Previous issue date: 2018-09-25 / The research aimed to analyse the visit’s conditions, designed in the supervising action, and how they may be configured as formative possibilities in order to qualify the academic activities proposed by the School Supervisors. This investigation intends to offer support for the Directors and Pedagogical Coordinators’ practices, leading, following and evaluating the Education Unit development, regarding the management and pedagogical dimensions, with the aim to act in a collaborative and constructive way, aiming the improvement of the teaching and learning process since it proposes critical reflections about the school needs. The profile of the Education Municipal System of São Paulo’s School Supervisor was also evidenced and characterized. The research was developed in four Schools of Children Education belonging to this System and had as subjects: four pedagogical coordinators, four directors and one school supervisor – the own researcher who at the time of the data production performed this role in the Education Units. This research is based on the dialogical construction and the critical reflection of the practice, having as major theoretical inputs Paulo Freire, Laurinda de Almeida, Vera Placco, Naura Ferreira, Lourdes Possani, Heloísa Lück and Mary Rangel. The analysis and interpretation of the data are ratified by the qualitative approach as proposed by Lüdke and André (1986). The methodological procedures used were: document analysis of the visit’s conditions, vídeo-interview with a semi-structured script and a questionnaire of characteriztion of the research subjects. It was highlighted the perception changes of the subjects concerning the new profile of the School Supervisor of this System, which do not act anymore as a surveillance agent but perform now as a partner with the managers, being co-responsible for the Schools teaching and learning process. According to the interviewed perceptions, the visits’ conditions represent this mechanism of formative possibility for the school managers, since they may promote the rethinking of the pedagogical work. This document goes beyond the formative presumptions and the surveillance, existing so far, assuming the purpose to evince the complexity of the school institutions routines, their progress, needs, difficulties and limitations, in order to allow the Manager Triad (directors, pedagogical coordinators and school supervisor) – in a dialogical and joint work – to take collective decisions in the administrative and pedagogical spheres, and that these lead to the real pedagogical and formative propositions needed for the pedagogical work achievement, with quality, inside the Schools / A pesquisa teve por objetivo analisar os termos de visita, elaborados na ação supervisora, e como estes se configuram em um dispositivo de possibilidades formativas para qualificar as ações educativas propostas pelos Supervisores Escolares. Essa investigação visa corroborar com as práticas de Diretores e Coordenadores Pedagógicos ao orientar, acompanhar e avaliar o desenvolvimento da Unidade Educacional, nas dimensões administrativas e pedagógicas, com o intuito de agir colaborativo e propositivo, visando a melhoria dos processos de ensino e aprendizagem ao propor reflexões críticas em relação às demandas escolares. Buscou-se também evidenciar e caracterizar o perfil do atual Supervisor Escolar da Rede Municipal de Ensino de São Paulo. A pesquisa foi realizada em quatro Escolas de Educação Infantil pertencentes a esta Rede e teve como sujeitos: quatro coordenadores pedagógicos, quatro diretores e uma supervisora escolar – a própria pesquisadora e que na época da produção de dados desempenhava essa função nestas Unidades Educacionais. Esta pesquisa tem como base a construção dialógica e a reflexão crítica da prática, tendo como principais aportes teóricos Paulo Freire, Laurinda de Almeida, Vera Placco, Naura Ferreira, Lourdes Possani, Heloísa Lück e Mary Rangel. A análise e interpretação dos dados produzidos são referendados na abordagem qualitativa, conforme proposto por Lüdke e André (1986). Como procedimentos metodológicos foram utilizadas: análise documental dos termos de visita, vídeo-entrevista com roteiro semiestruturado e questionário de caracterização dos participantes da pesquisa. Evidenciou-se que há mudanças nas percepções dos sujeitos em relação ao novo perfil do Supervisor Escolar desta Rede, deixando de agir como agente fiscalizador para atuar em parceria com gestores, sendo corresponsável pelos processos de ensino e aprendizagem das Escolas. Os termos de visita, na percepção das entrevistadas, se constituem como esse dispositivo de possibilidade formativa aos gestores escolares, pois possibilitam repensar o trabalho pedagógico. Este documento vai além dos pressupostos informativos e de fiscalização assumidos até então, para uma finalidade de evidenciar a complexidade do cotidiano das instituições escolares, seus avanços, necessidades, dificuldades e limitações, de modo que o Trio Gestor (diretores, coordenadores pedagógicos e supervisor escolar) – em um trabalho conjunto e dialógico – possa tomar decisões coletivas nas esferas administrativas e pedagógicas e que estas levem às reais proposições pedagógicas e formativas necessárias para a realização do trabalho pedagógico, com qualidade, no interior das Escolas

Esta tese de doutoramento volta-se à formação do pesquisador e à escrita acadêmica contemporânea. Busca dar visibilidade aos efeitos de constituição da escrita decorrentes do trabalho de um professor orientador implicado no compromisso de formar pesquisadores. A pergunta de pesquisa que norteia a investigação é: quais os efeitos das intervenções executadas por um orientador para que um pesquisador em formação, em contexto universitário, chegue a redigir um trabalho que por sua clareza, adequação e por seu rigor na escrita, possa contribuir para sua área de formação e ser legitimado pelos pares da comunidade científica? Para depreendê-los, a investigação tomou como objeto as intervenções textuais feitas por uma orientadora nas versões que precederam quatro dissertações de mestrado da área da educação. O corpus foi constituído por 1040 manuscritos, relacionados à constituição da escrita acadêmica, tais como: capítulos das dissertações, trabalhos das disciplinas cursadas pelas informantes e eventos de que participaram, incluindo bilhetes ou e-mails trocados entre elas e a orientadora e textos teóricos lidos no percurso. Esse material integra o banco de dados do projeto coletivo Movimentos do Escrito, do Grupo de Estudos e Pesquisa Produção Escrita e Psicanálise GEPPEP. Para estudar os efeitos da orientação docente, primeiramente depreendemos quais as principais dificuldades das mestrandas para escrever em contexto acadêmico e, na sequência, categorizamos o escopo dos efeitos que as intervenções proporcionaram ao longo das versões escritas pelas informantes. A partir de um referencial teórico que articulou educação e psicanálise de orientação lacaniana, foi possível constatar que, ao longo do processo de formação, as pesquisadoras passaram por transformações subjetivas que tiveram efeitos em três aspectos: 1) na relação com o saber referido à mudança de uma postura passiva diante da elaboração do trabalho para uma mais ativa; 2) na elaboração intelectual relacionado ao deslocamento de uma posição predominantemente de falta de raciocínio lógico para a consideração da perspectiva alheia no cálculo dos potenciais efeitos de sentido dos textos que escreviam; e 3) na formulação do texto referido a um cuidado de darem consequência a uma dada escolha lexical, sintática, estilística. Fundamentalmente, a orientadora ajudou as pesquisadoras a diferenciar uma escrita calcada no discurso comum para conquistar outra mais ancorada no discurso científico. Concluímos, portanto, que uma formação universitária, dependendo do modo como for conduzida e vivenciada pelo pesquisador, pode levar quem dela se beneficia a sofrer uma transformação no modo como se relaciona com sua palavra e com o saber. / This thesis discusses the researcher training and the contemporary academic writing. It aims to demonstrate the effects of the writing constitution resulting from the work of a supervisor committed to researchers training. The research question that guides this work is: In the context of the university, what are the effects of the interventions carried out by a supervisor in order to help a researcher in training to write a work that could contribute towards his field and be legitimated by the scientific community due its clearness, adequacy and thorough writing? In order to infer that, this thesis has taken as object the textual interventions carried out by a supervisor in the versions that preceded four masters dissertations from the field of education. The corpus consists of 1040 manuscripts, related to academic writing constitution, like dissertations chapters, final assignments from the subjects and events attended by the informers, including notes or emails exchanged between them and their supervisor and theoretical texts read during their studies. This material is part of the collective project Writing Movements database organized by the Group of Studies and Research, Writing Production and Psychoanalysis (In Portuguese, Grupo de Estudos e Pesquisa Produção Escrita e Psicanálise GEPPEP). In order to study the effects of teaching guidance, firstly, we have inferred the master researchers main difficulties when writing in the academic context and, after, we have categorized the effects purposes provided by the interventions throughout the versions written by the informers. From a theoretical framework that connected Education and Lacanian psychoanalysis, it is possible to establish that throughout the training, the researchers went through subjective changes, which resulted in three aspects: 1) relationship to knowledge referring to the shift from a passive attitude toward the work elaboration to a more active one; 2) intellectual elaboration relating to the dislocation from the predominance of lack of reasoning to the consideration of the others perspective when measuring the possible meaning effects of the texts they wrote; and 3) text elaboration referring to a concern of producing results to lexical, syntactic or stylistic choices. Mainly, the supervisor helped the researchers distinguishing a common sense based writing from the one founded in the scientific discourse. Therefore, we have concluded that a formation in the university, depending on the way it is conducted and experienced by the researcher, may lead the ones who take advantage of that to undergo the way he relates himself to his word and knowledge.

The purposes of this study were (1) to determine the perceptions of English teachers and language arts supervisors in the State of Texas with respect to the use of vernacular black English in relation to selected demographic variables, (2) to determine whether their perceptions differed significantly from one another, and (3) to determine whether those who do not work with vernacular black English (VBE) speakers differed significantly in their perceptions from those who work with black-dialect speakers. The factors of subjects' ethnicity, present position of respondents, district size of those surveyed, and degree held by respondents were analyzed in relation to differences in opinion, perceptions of criteria for teaching students who speak VBE, knowledge of VBE, and attitudes of respondents toward VBE. Responses from subjects to an instrument provided the data for testing.

M.A. (Social Work) / The study aimed at determining the nature of social work supervision in welfare agencies in the Sedibeng Region, Gauteng. The research was of an exploratorydescriptive nature. A questionnaire was used as a data collection tool and was self administered by the respondents. A total population of 57 social work supervisors are employed by non-governmental organisations (NGO), community-based organisations (CSO) and government departments in the Sedibeng region and were included in the study. Fifty one completed questionnaires were returned. The research revealed that the majority of the respondents held a management position within the organisation and it is therefore concluded that supervision of social workers formed part of their management function. In addition, the supervisors rendering social work supervision were in possession of a Social Work Degree, which indicated that supervisors met the basic educational requirement to supervise social workers. Fifty eight percent of supervisors had six or more supervisees under their span of control. This is above the current norm set by government of one supervisor to five social workers. Respondents felt they had the knowledge, experience, infrastructure and resources to supervise staff including relevant policies and procedures to guide supervision. Key supervisory roles and qualities that are relevant to supervision were identified by the respondents. Four key roles were identified by supervisors namely, motivating and inspiring staff (88%), facilitating skills development and increasing the knowledge of supervisees (84%), facilitating professional development of supervisees (76%) and developing the social worker to use him/herself more efficiently and effectively (76%). The most important qualities of a supervisor that were identified are: first, openness, Willingness to help and learn from others (76%), second, a supervisor should be calm, focused and goal-orientated (74%). Finally supervisors should be able to deal with conflict (70%). These three qualities were highly rated among the respondents. Barriers to supervision included: increasing work pressures and demands (74%), high staff turnover (54%) and the emphasis on quantity instead of quality social work services (56%). Recommendations included policies that set minimum norms and standards for supervision. The need to prioritise supervision as part of a management function in social welfare settings within Governmental and Non Governmental Organisations, forums to promote dialogue, capacity building and monitoring and evaluation tools are needed to assess the efficiency and effectiveness of supervision provided and its impact.