Spelling suggestions: "subject:"swarm onderwysers"" "subject:"sward onderwysers""
1 |
Evaluering van onderwysersopleiding aan inrigtings onder beheer van die Departement van Onderwys en Opleiding / Johannes BarnardBarnard, Johannes January 1988 (has links)
The heterogeneous population in South Africa when coupled with the political
trend set by the government of the day is of the utmost importance to the
country and its people.
The strive towards an educational system in which inhabitants. can achieve
their potential, economic growth can be promoted, the quality of living can
be improved and equal standards of education can become reality, cannot be
realized without enough, well trained and talented teachers. According to
the HSRC-investigation into Education (1981), one of the most urgent problems
in black education is the critical shortage of professional and efficient
teachers. This aspect has thus to do with both the quantity and quality of
the teachers.
The population explosion in the black communities and the resulting increase
in the number of scholars demanding education are reasons for great concern.
The number of black teachers being trained, must increase tremendously to
cope with the growing demand.
The standard of education is determined by two factors namely the quality
of the person being trained and the quality of his training.
To train and supply new teachers one has to reckon with both the qualitative
and quantitative aspects. In supplying enough, new teachers, quality should
however never be sacrificed for quantity. A balance between the two is
necessary to ensure that good education will be provided for the increasing
number of black children.
The following aims have been formulated for this research
* An evaluation of teacher training amongst blacks as it developed from
the earliest times in order to determine causes for present problems.
* An evaluation of present educational opportunities for black teachers
to determine deficiencies.
* Stipulation of directives and measures to combat the expected shortage
of professionally, trained teachers.
In addition to the formulation of aims the following have also received
consideration in Chapter one
* research methodology : the methods that have been employed in the
course of the research are a study of relevant literature, the method
of fundamental contemplation and the historically descriptive method
* delimitation of areas and explanation of certain concepts
* the structure of the research.
Following the exhaustive study of the literature, Chapter two deals with the
historic course of events in black teacher training from traditional times
till 1978.
The juridical basis and management of teacher training as a responsibility of
the Department of Education and Training is discussed in Chapter three. Aspects
of policy and management of education in general and teacher training specifically
are also explained. The HSRC-investigation into Education (1981) is
discussed as well as the Government's reaction and implementation of some of
the recommendations.
Chapter four deals with present training opportunities for black teachers at
colleges of education. Although the initial training of teachers is emphasized,
further training and in-service training is also discussed. The structures of
the different teachers' diplomas namely the Pre-Primary Teachers Diploma (PPTD),
Junior Primary Teachers Diploma (JPTD), Senior Primary Teachers Diploma (SPTD),
Secondary Teachers Diploma (STD) and the STD Technical courses as well as the
examining, certifying and requirements for enrolment are discussed.
In Chapter five an evaluation is done of teacher training. Certain criteria with
which an institution for teacher training should comply, are laid down. In this
evaluation certain problem areas in black education are identified, and possible
solutions are given to combat and overcome these problems.
The summation, conclusion and recommendations end the thesis in Chapter six.
Recommendations for further research are also made in this chapter. / Thesis (MEd)--PU vir CHO, 1988
|
2 |
Evaluering van onderwysersopleiding aan inrigtings onder beheer van die Departement van Onderwys en Opleiding / Johannes BarnardBarnard, Johannes January 1988 (has links)
The heterogeneous population in South Africa when coupled with the political
trend set by the government of the day is of the utmost importance to the
country and its people.
The strive towards an educational system in which inhabitants. can achieve
their potential, economic growth can be promoted, the quality of living can
be improved and equal standards of education can become reality, cannot be
realized without enough, well trained and talented teachers. According to
the HSRC-investigation into Education (1981), one of the most urgent problems
in black education is the critical shortage of professional and efficient
teachers. This aspect has thus to do with both the quantity and quality of
the teachers.
The population explosion in the black communities and the resulting increase
in the number of scholars demanding education are reasons for great concern.
The number of black teachers being trained, must increase tremendously to
cope with the growing demand.
The standard of education is determined by two factors namely the quality
of the person being trained and the quality of his training.
To train and supply new teachers one has to reckon with both the qualitative
and quantitative aspects. In supplying enough, new teachers, quality should
however never be sacrificed for quantity. A balance between the two is
necessary to ensure that good education will be provided for the increasing
number of black children.
The following aims have been formulated for this research
* An evaluation of teacher training amongst blacks as it developed from
the earliest times in order to determine causes for present problems.
* An evaluation of present educational opportunities for black teachers
to determine deficiencies.
* Stipulation of directives and measures to combat the expected shortage
of professionally, trained teachers.
In addition to the formulation of aims the following have also received
consideration in Chapter one
* research methodology : the methods that have been employed in the
course of the research are a study of relevant literature, the method
of fundamental contemplation and the historically descriptive method
* delimitation of areas and explanation of certain concepts
* the structure of the research.
Following the exhaustive study of the literature, Chapter two deals with the
historic course of events in black teacher training from traditional times
till 1978.
The juridical basis and management of teacher training as a responsibility of
the Department of Education and Training is discussed in Chapter three. Aspects
of policy and management of education in general and teacher training specifically
are also explained. The HSRC-investigation into Education (1981) is
discussed as well as the Government's reaction and implementation of some of
the recommendations.
Chapter four deals with present training opportunities for black teachers at
colleges of education. Although the initial training of teachers is emphasized,
further training and in-service training is also discussed. The structures of
the different teachers' diplomas namely the Pre-Primary Teachers Diploma (PPTD),
Junior Primary Teachers Diploma (JPTD), Senior Primary Teachers Diploma (SPTD),
Secondary Teachers Diploma (STD) and the STD Technical courses as well as the
examining, certifying and requirements for enrolment are discussed.
In Chapter five an evaluation is done of teacher training. Certain criteria with
which an institution for teacher training should comply, are laid down. In this
evaluation certain problem areas in black education are identified, and possible
solutions are given to combat and overcome these problems.
The summation, conclusion and recommendations end the thesis in Chapter six.
Recommendations for further research are also made in this chapter. / Thesis (MEd)--PU vir CHO, 1988
|
3 |
Self-regulation and psychological wellbeing in a cohort of black South African teachers :|bthe SABPA study / Nelmarie BoshoffBoshoff, Nelmarie January 2014 (has links)
The teaching profession is widely regarded as being very stressful (Klassen, Usher &
Bong, 2010; Otero, Castro, Santiago & Villardefrancosl, 2010). South African teachers,
especially Black teachers working in previously disadvantaged areas, have to cope with serious
stressors such as overcrowded classrooms and limited resources on a daily basis (Ngidi &
Sibaya, 2002; Moloi, 2010). Occupational stress of this nature is known to have significant
negative implications for well-being, and chronic stress has been linked to mood and anxiety
disorders, and other forms of psychopathology (Bellingrath, Weigl & Kudielka, 2009; Brock &
Buckley, 2012; Mundai, 2010). However, psychological buffers could enable individuals to
sustain normal development and even experience well-being, despite the presence of long-term
stress (Friborg, Hjemdal, Rosenvinge & Martinussen, 2003; Ryff & Singer, 2003). Noted among
these so-called protective factors, the process of self-regulation has been found to be predictive
of positive outcomes with regard to physiological and psychological well-being (Hofer, Busch &
Kärtner, 2011; Peterson & Seligman, 2004). Self-regulation has, however, been found to
represent a resource susceptible to depletion with repeated use, and there have been contradictory
reports regarding the long-term sustainability of self-regulation capacity (Converse & DeShon,
2009; Ryan & Deci, 2008). No longitudinal studies could be found that explore the natural
progression of self-regulation in a highly stressful context, and how changes in self-regulation
are associated with changes in stress and well-being levels. This thesis consists of three sub-studies that are reported in three manuscripts. In the first
of these sub-studies the levels of occupational stress and mental well-being in a cohort of Black
South African teachers were investigated, including how these two variables are related to each
other. The second sub-study aimed firstly to investigate the association between self-regulation
and Black South African teachers’ self-reported levels of mental well-being. Secondly, it aimed
to determine the role of the sub-constructs of the self-regulation process in the teachers’ selfreported
levels of mental well-being. The aim of the third article was also two-fold. It first aimed
to determine the natural progression of self-regulation within a highly stressful work context
over a period of three years. It then aimed to determine how long-term changes in the selfregulation
of individuals finding themselves in high-stress working conditions are associated
with changes in their self-reported levels of stress and mental well-being. Black South African
teachers (N=200, 101 men, 99 women) of ages ranging from 25 to 65 years from the North-West
province of South Africa participated in the baseline phase of the SABPA project in 2008. Of the
original 200 participants, a total of 173 teachers (88 men, 85 women) took part in data collection
for the follow-up study in 2011. Data were collected by making use of quantitative measures
(Teacher Stress Inventory (Boyle, Borg, Falzon & Baglion, 1995); General Health
Questionnaire-28 (Goldberg & Hillier, 1979); Mental Health Continuum-Short Form (Keyes,
2006); Short Self-Regulation Questionnaire (Carey, Neal & Collins, 2004)) that have been
validated for use in the South African context.
The findings indicate that this group of teachers experienced high levels of stress, and
symptoms indicative of mental illness to an extent that warrants psychiatric intervention.
However, participants also reported higher than expected levels of mental health. The findings
further indicated that self-regulation contributed positively to the participants’ mental health levels. The longitudinal findings also indicated improvements in this group of teachers’ selfregulation
levels over time, and that these long-term changes in self-regulation were positively
associated with changes in participants’ mental health. Recommendations for future
investigations on the role of self-regulation in well-being that flowed from this research include
extending research to other cultural groups and general populations; use of multiple or mixedmethod
approaches to provide more insight into the participants’ short- and long-term experience
of their working environment, their levels of stress and well-being and their self-regulation
levels; investigating the psychological perspective on stress and exploring the concept of optimal
self-regulation and the maintenance thereof. The study provided a holistic insight into the
importance of self-regulation as protective factor in a highly stressed context, especially with
regards to the promotion of mental well-being on a short term and long term basis. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014
|
4 |
Personality and mental health in a cohort of black African teachers : the SABPA study / Meindert Adrianus KorverKorver, Meindert Adrianus January 2013 (has links)
The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context.
This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years.
Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered.
Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants.
Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014
|
5 |
Self-regulation and psychological wellbeing in a cohort of black South African teachers :|bthe SABPA study / Nelmarie BoshoffBoshoff, Nelmarie January 2014 (has links)
The teaching profession is widely regarded as being very stressful (Klassen, Usher &
Bong, 2010; Otero, Castro, Santiago & Villardefrancosl, 2010). South African teachers,
especially Black teachers working in previously disadvantaged areas, have to cope with serious
stressors such as overcrowded classrooms and limited resources on a daily basis (Ngidi &
Sibaya, 2002; Moloi, 2010). Occupational stress of this nature is known to have significant
negative implications for well-being, and chronic stress has been linked to mood and anxiety
disorders, and other forms of psychopathology (Bellingrath, Weigl & Kudielka, 2009; Brock &
Buckley, 2012; Mundai, 2010). However, psychological buffers could enable individuals to
sustain normal development and even experience well-being, despite the presence of long-term
stress (Friborg, Hjemdal, Rosenvinge & Martinussen, 2003; Ryff & Singer, 2003). Noted among
these so-called protective factors, the process of self-regulation has been found to be predictive
of positive outcomes with regard to physiological and psychological well-being (Hofer, Busch &
Kärtner, 2011; Peterson & Seligman, 2004). Self-regulation has, however, been found to
represent a resource susceptible to depletion with repeated use, and there have been contradictory
reports regarding the long-term sustainability of self-regulation capacity (Converse & DeShon,
2009; Ryan & Deci, 2008). No longitudinal studies could be found that explore the natural
progression of self-regulation in a highly stressful context, and how changes in self-regulation
are associated with changes in stress and well-being levels. This thesis consists of three sub-studies that are reported in three manuscripts. In the first
of these sub-studies the levels of occupational stress and mental well-being in a cohort of Black
South African teachers were investigated, including how these two variables are related to each
other. The second sub-study aimed firstly to investigate the association between self-regulation
and Black South African teachers’ self-reported levels of mental well-being. Secondly, it aimed
to determine the role of the sub-constructs of the self-regulation process in the teachers’ selfreported
levels of mental well-being. The aim of the third article was also two-fold. It first aimed
to determine the natural progression of self-regulation within a highly stressful work context
over a period of three years. It then aimed to determine how long-term changes in the selfregulation
of individuals finding themselves in high-stress working conditions are associated
with changes in their self-reported levels of stress and mental well-being. Black South African
teachers (N=200, 101 men, 99 women) of ages ranging from 25 to 65 years from the North-West
province of South Africa participated in the baseline phase of the SABPA project in 2008. Of the
original 200 participants, a total of 173 teachers (88 men, 85 women) took part in data collection
for the follow-up study in 2011. Data were collected by making use of quantitative measures
(Teacher Stress Inventory (Boyle, Borg, Falzon & Baglion, 1995); General Health
Questionnaire-28 (Goldberg & Hillier, 1979); Mental Health Continuum-Short Form (Keyes,
2006); Short Self-Regulation Questionnaire (Carey, Neal & Collins, 2004)) that have been
validated for use in the South African context.
The findings indicate that this group of teachers experienced high levels of stress, and
symptoms indicative of mental illness to an extent that warrants psychiatric intervention.
However, participants also reported higher than expected levels of mental health. The findings
further indicated that self-regulation contributed positively to the participants’ mental health levels. The longitudinal findings also indicated improvements in this group of teachers’ selfregulation
levels over time, and that these long-term changes in self-regulation were positively
associated with changes in participants’ mental health. Recommendations for future
investigations on the role of self-regulation in well-being that flowed from this research include
extending research to other cultural groups and general populations; use of multiple or mixedmethod
approaches to provide more insight into the participants’ short- and long-term experience
of their working environment, their levels of stress and well-being and their self-regulation
levels; investigating the psychological perspective on stress and exploring the concept of optimal
self-regulation and the maintenance thereof. The study provided a holistic insight into the
importance of self-regulation as protective factor in a highly stressed context, especially with
regards to the promotion of mental well-being on a short term and long term basis. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014
|
6 |
Personality and mental health in a cohort of black African teachers : the SABPA study / Meindert Adrianus KorverKorver, Meindert Adrianus January 2013 (has links)
The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context.
This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years.
Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered.
Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants.
Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014
|
Page generated in 0.0467 seconds