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1
Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.
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Imoni, Raphael Isibor. "Leadership distribution in government secondary schools in Nigeria : fact or fiction?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51759/.
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There are established notions about the importance of distributed leadership in school leadership practice. Theory and research on this currently popular leadership model mostly emanate from western contexts, notably Australia, UK and the USA. It has been portrayed as an emergent model, with professionals choosing to initiate leadership in schools and classrooms. It is closely linked to teacher leadership, because distribution invariably involves teachers. This thesis focuses on leadership practice in selected secondary schools in Nigeria, from a distributed perspective. It is based on research in Edo state, using a multiple case study design. Nigeria has a centralised education system and schools tend to have a typical hierarchical structure. This raises the question about whether and how distributed leadership can operate in such a hierarchical context. The findings show that distribution occurs in the four case study schools but that it is largely allocative, rather than emergent, with school principals allocating tasks and, to a lesser extent, roles, to teachers and leaders. The case studies indicate that hierarchical distribution of school leadership can be accomplished through such allocative distributed leadership, with distribution occurring to those who occupy both formal and informal leadership roles. The research raises questions about the differences between this mode of distribution and established notions of delegation and explores this distinction. The thesis examines a globally significant leadership model and applies it to the under-published context of Nigerian secondary schools. The research is likely to be relevant to other centralised systems considering whether and how to adapt their leadership and management practice.
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Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.
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Lau, Hon-wah. "Factors that motivate teachers in government secondary schools." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.
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O, Sui-fong, and 柯瑞芳. "School based management: a way to improve teacher performance in Hong Kong Government schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028823x.
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Lau, Hon-wah, and 劉漢華. "Factors that motivate teachers in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.
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Liu, Pak-lin, and 廖柏年. "An evaluative study of the performance appraisal system in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959027.
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Myers, Ian, and n/a. "The relationship between pupil control ideology and subject faculties in ACT government high schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061027.123030.
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The purpose of the study was to establish that a
relationship existed between teacher Pupil Control
Ideology (PCI) and membership of a practical subject
faculty or of a humanities subject faculty in ACT
government high schools. It was hypothesized that
teachers in practical subject faculties and teachers
of practical subjects would be custodial in their
PCI. Teachers in humanities subject faculties and
teachers of humanities subjects would be humanistic
in their PCI. A subsidiary purpose was to replicate
earlier research findings of a relationship between
PCI and years of teaching, sex, position in the
school administration, and type of school.
The PCI Form was administered to a population sample
of 116 teachers from five high schools in the Belconnen
area of Canberra. The results were subjected to t-test
and one-way analysis of variance. Statistically
significant relationships were observed between PCI
and teacher variables of subject faculty, subject
taught, and sex of teacher. Earlier findings for other
variables were not replicated.
The direction of findings was surprising. Teachers
in practical subject faculties and of practical
subjects were more humanistic than humanities
faculty and subject teachers. Female teachers were
more custodial than male teachers. An analysis of
variance showed no interaction effect between
variables sex and faculty, and sex and subject taught.
More research on possible causes of the relationships,
such as student attitude to subject, and teacher
sense of achievement, is needed before the findings
can have practical application.
9
David, Veronica Anne, and n/a. ""A gleam in the eye..." : An investigation : self-esteem of high school teachers in the Australian Capital Territory (ACT) Government Schools." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060704.120747.
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This study attempted to investigate the
self-esteem of high school teachers in the Australian
Capital Territory (ACT). Its purpose was to measure the
self-esteem of high school teachers in the ACT, identify
perceptions of life-stage factors that might contribute
to teachers' self-esteem and to identify teachers'
perceptions of job-related factors that contribute to
their self-esteem.
The sample consisted of 219 teachers (94 male,
124 female, one of unidentified sex) in 12 of the 17 high
schools in the ACT. A questionnaire based on that used
by Swafford Jolley (1985) was used. It consisted of 4
parts - Part 1 demographic data, Part 2a Barksdale
Self-Esteem Index No. 69, Part 2b Life-stage
Characteristics, Part 3 Job-related characteristics, Part
4 - three related questions for open responses.
Data were analysed using the SPSSX data recording
and analysis system (Norusis 1983). Means and
differences between means were computed to establish
discrepancies. Pearson product moment correlations were
employed. Multiple linear regression analyses were used
to isolate the best predictors of self-esteem from among
the 34 work-related factors. A rank discrepancy index of
affect on self-esteem was also computed.
Findings show that eighty per cent of the
teachers may be hindered by low self-esteem. There is no
difference between male and female average age (39) nor
between the male and female average self-esteem index
(62.2). Younger teachers were found to be just as likely
to have low self-esteem as older teachers. The factors
which most affect teacher self-esteem and which are
closest to the ideal were found to be feelings of
competency as a teacher, pride in one's work,
establishment of specific personal goals and the
opportunity to determine one's own teaching methods. The
factors with the greatest discrepancies were found to be
the opportunity to advance professionally, positive
representation by the media and prestige of the teaching
profession.
It was concluded that in no one area are the
self-esteem needs of high school teachers in the
Australian Capital Territory being adequately met.
Responsibility lies with the individuals themselves and
with the ACT Schools Authority to work out joint ways of
enhancing teacher self-esteem and development. It is
argued that this cannot be left to chance by the
organisation but must be planned for as a matter of
urgency. Recognition of the individual is seen as the
key in any such planning but organisational objectives
also need to be considered.
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Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.
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Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
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Koza, Rebecca. "Teacher's views on the implementation of HIV/AIDS policies in schools: a case study of four high schools in Fort Beaufort Education District." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2105.
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To, Kwong Wai-yin Ella. "Some factors affecting student achievement in a government secondary school : implications for school administration /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035383.
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Wigginton, Erin O'Donnell. "The Choices and Uses of Technological Tools in High School Government Classes." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29493.
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The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As a case study of two teachers, this work was oriented by the question: How are U.S. Government teachers' beliefs and perspectives about learning and teaching reflected in their pedagogical practice and use of technological tools.
There is little work about how teachers prepare students for the 21st century. Teaching U.S. Government or about the U.S. government has been ignored in much of the research of social studies classes. Additionally, most studies that examine the use of technological tools in the social studies classroom have either investigated the use of non-digital tools specifically or the use of digital tools specifically. Few studies combine how social studies teachers use both non-digital and digital tools in their instruction. My goal was to shift the gaze and include the swirl of influences shaping U.S. Government teachers' decision-making process as when both types of technological tools are used with their classes.
This study has its antecedents in my desire to examine Technological Pedagogical Content Knowledge, TPCK. TPCK is a theoretical framework that posits that technological knowledge, pedagogical knowledge, and content knowledge are the key elements to understand teachersâ instructional choices. The findings in this study indicate that while TPCK can offer teachers a framework to help begin to understand knowledge bases one could consider when planning class instruction, it falls short of providing the complete picture necessary to describe teacher decisions.Ph. D.
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To, Kwong Wai-yin Ella, and 杜鄺蕙賢. "Some factors affecting student achievement in a government secondary school: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955733.
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Zainal, Azlin Zaiti. "The impact of a Malaysian government sponsored ICT training programme on secondary school English language teachers' perceptions towards ICT and classroom practice." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610050.
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Långström, Sture. "Författarröst och lärobokstradition : en historiedidaktisk studie." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61516.
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The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective. In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken. The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding. Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'. All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author".digitalisering@umu
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Echols, Ann Elizabeth. "Self-employed youth and youth employed in governmental positions : an analysis of high school and beyond data /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10032007-171822/.
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Mwingira, Margaret Philip. "Teachers' understandings of girls' inclusion in a Tanzanian secondary school." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17932.
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Thesis (MEd )--Stellenbosch University, 2011.ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania.
AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.
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Piccoli, Camila Maria. "Para que não se esqueça : a memória da ditadura brasileira (1964-1985) nos livros didáticos de história do ensino médio." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3447.
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O estudo apresenta abordagens sobre Direitos Humanos no ensino de História, a fim de compreender qual a importância da reflexão sobre o Regime Civil Militar Brasileiro nos textos presentes nos principais livros didáticos distribuídos pelo Programa Nacional do Livro Didático para o Ensino Médio, para a manutenção dos Direitos Humanos? Desta forma, o objetivo deste trabalho é analisar como a Ditadura Civil Militar Brasileira é abordada nos livros didáticos de História do Ensino Médio, tendo presente, especificamente, a questão dos Direitos Humanos. A abordagem terá como base a análise de discurso, segundo Orlandi, e a análise de conteúdo, segundo Bardin. Além disto, serão sugeridas possibilidades para a abordagem do tema em sala de aula. A proposta de produto final é a produção de um site sobre a temática, o qual, posteriormente, poderá ser acessado pelos professores e estudantes das redes pública e privada de ensino, público geral interessado pela temática, estudantes de graduação e pós-graduação, assim como outros pesquisadores da área. As reflexões apontam que a violação aos Direitos Humanos ocorreu de forma institucionalizada pelo estado brasileiro e que se faz presente ainda em espaços públicos e privados da sociedade, portanto, a análise permanente no ensino de história tende a contribuir para diminuir tal ação.Submitted by cmquadros@ucs.br (cmquadros@ucs.br) on 2018-02-02T11:49:51Z No. of bitstreams: 1 Dissertação Camila Maria Piccoli.pdf: 2245981 bytes, checksum: 71329939dc948b9f5f4eac25f0581e4e (MD5)
Made available in DSpace on 2018-02-02T11:49:51Z (GMT). No. of bitstreams: 1 Dissertação Camila Maria Piccoli.pdf: 2245981 bytes, checksum: 71329939dc948b9f5f4eac25f0581e4e (MD5) Previous issue date: 2018-02-02
The study presents approaches on Human Rights in the teaching of History, to understand the importance of reflection on the Brazilian Civil Military Regime texts present in the main textbooks distributed by the National Program of High School Didactic Book, for the maintenance of Human Rights? In this way, the objective of this work is to analyze how the Brazilian Military Dictatorship is approached in the textbooks of the History of the Secondary School, taking especially into consideration the question of Human Rights. The approach will be based on discourse analysis, according to Orlandi, and content analysis, according to Bardin. In addition, possibilities will be suggested for approaching the theme in the classroom. The final product proposal is the production of a website on the subject, which can be accessed by teachers and students from public and private educational networks, the general public interested in the subject, undergraduate and graduate students, as well as other researchers from the area. The reflections point out that the violation of human rights occurred institutionally by the Brazilian State and is still present in the public and private spaces of society, therefore, permanent analysis in the teaching of history tends to contribute to diminish such action.
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Khaki, Jan-e.-Alam. "Exploring the beliefs and behaviors of effective headteachers in the government and non-government schools in Pakistan." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232572&T=F.
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CHU, PEI-CHEN, and 朱珮甄. "Effects of School Performance and Financial Information Disclosure of Private High schools and Private Vocational high schools on Government Financial Support and Private Donation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/22724654191541377914.
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碩士逢甲大學
會計所
100
In this study, schools for private high schools,in the socio-demographic structure of the phenomenon of the low birth rate, explore the school''s performance, and financial information disclosure on the impact of government subsidies and external fundraising. The aim is to understand and review its influencing factors, not only can be used as schools increase the index of government grants and external fund-raising efforts to improve its future students less than in the low fertility of low birth rate under the influence of the school to raise funding sources reference, also can act as the reference set by the Government to grant school rules and schools financial information bulletin to expose rules. The main sources of information made by the school and its associated Web site notice, during the study period from the 97-99 school year, a total of three years. School financial disclosure information to be compiled to quantify, using data envelopment analysis (DEA) to calculate each school operating performance value, re-use regression analysis to identify the main factors. The results are as follows: 1. Schools to improve school performance, and financial information to expose the greater the extent and size of the school have a positive benefit to the government grants.2. Religious support and the competent authority under the Ministry of Education Central Office of schools, can achieve more outside contributions.3. The school''s performance and financial information disclosure on the acquisition of external grant amount is no significant relationship.
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Isaac, Goitsemang Gladness Boitumelo Wadikonyana. "Information literacy among Form Five students at the four government senior secondary schools in Gaborone, Botswana." Thesis, 2002. http://hdl.handle.net/10413/3325.
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The study investigated the information literacy skills among Form Five students at government senior secondary schools in Gaborone, Botswana. The results of the study will be used in the improvement of the Information Literacy Course offered at the University of Botswana Library (UBL). Background information was given on education in Botswana and also a brief history of the evolution of the University of Botswana, an overview of the University of Botswana Library and highlights of the schools in the study. The researcher designed a questionnaire in order to achieve the objectives of this study. A sample of 240 Form Five students was drawn from four senior secondary schools situated in Gaborone, Botswana. Purposive sampling was used to draw the sample. The Statistical Package for Social Sciences (SPSS) was employed in the analysis of data. The results were presented in frequency tables, analyzed and discussed. The findings of the study revealed that the students at senior secondary schools did not have sufficient competence in translating information problems into information needs. Their ability to use a variety of sources was not well developed. The study further revealed that the students were not motivated to look for information sources by their teacher by, for example, giving them assignments that required them to use the library resources. Students' skills in the evaluation of the accuracy, currency and authority of information sources were found to be under-developed. The study showed that the students were not given any form of user education at any of the schools. The study also found that staffing problems in senior secondary school libraries contributed to the lack of information literacy of the students. The situation was more obvious in cases where there was no full-time librarian to run the library. Conclusions were drawn and recommendations and suggestions for further studies were made.Thesis (M.I.S)-University of Natal, Pietermaritzburg, 2002.
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Melendez, Albert, and 林波波. "Comparative Analysis of Job satisfaction Between Teachers of Church-state and Government High Schools Located in Urban and Rural Areas." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/e9us89.
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碩士元智大學
社會暨政策科學學系
106
This study examines whether there is a difference in job satisfaction between teachers of public and Church-state high schools in Belize, and whether the school’s location (urban or rural) has an impact on their satisfaction. Data were gathered utilizing the Job Satisfaction Survey (JSS), created by Dr. Paul Spector (1985). The JSS assesses job satisfaction in nine subscales that include pay, promotion, supervision, nature of work, operating conditions, coworkers, communication, fringe benefits, and contingent rewards. Reliability test (Cronbach alpa) was done to test the internal consistency of the survey tool. T-tests, onway-Anova, and scheffe (pos-hoc) were conducted to see correlation between the job satisfaction and the different variables and also between the subscales and the different variables. Pearson’s correlation test was also conducted to examine the relationship between all nine aspects of job satisfaction and total satisfaction, and the interrelation between the nine aspects of job satisfaction. For all subscales the value of reliability index was observed in the acceptable range. Results conclude that teachers are generally satisfied with their jobs. There is no difference in satisfaction between teachers of Government and Church-state high schools. Teachers teaching in rural areas were more satisfied than those in urban areas. However there was no significant difference in satisfaction between teachers of Church-state Rural and Government Rural high schools. Demographic factors that were correlated to job satisfaction were gender, age, job position, and employment status. Working characteristics that were correlated to satisfaction were class size, job stress, intention to leave, professional development activities, and planned social activities. Job aspects(subscales) that teachers were most satisfied with were “supervision”, “contingent rewards”, and “communication”. Teachers were least satisfied with operating procedures and pay.
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Chiu, Ping-Ching, and 邱萍菁. "The Research on the Factors of Affecting Government Procurement:A Case Study of National Senior High and Vocational Schools in Chunghwa County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/04303826373925176968.
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碩士逢甲大學
公共政策所
93
The Research on the Factors of Affecting Government Procurement：A Case Study of National Senior High and Vocational Schools in Chunghwa County Student : Ping-Ching Chiu Advisor : Chih-Chun Chiu Feng Chia University Graduate Institute of Public Policy Thesis Abstract The annual spending involved in the government''s procurement are enormous. Therefore, the efficiency and cost of the government''s procurement procedure are closely related to the governing and management efficiency of the government itself. At the present moment, the procurement procedure of the majority of the country''s government bodies still faces problems like over complicated vetting procedure, low efficiency in terms of the time taken and control factor. The reasons behind that are because until now, there is still no one standard performance appraisal model to assess issues like how should the performance appraisal be draft? What kind of investigation and inquiry should be made, other than project procurement and financial procurement...etc? However, the quality of the government''s procurement procedure depends on the measurement and assessment of the procedure. Therefore, a good and effective procurement procedure system and a suitable performance appraisal indicator to examine and measure our government bodies’ procurement efficiency is an important key factor that affects the procurement performance of the government. The objective of this research is on the establishment of the government''s procurement performance appraisal indicator and model. To ensure we have an objective and holistic research here, we will be using some of the structure and view from professional research scholar like Famer (1982), Tang Yingxin (1999), Zhong Quanhong (2002) and Chen Naici (2004); together with some important research document and the present performance appraisal used by the government. Using the thought structure of an Analytic Hierarchy Process, which consist of opinion consultancy from the experts, survey research and AHP survey, we will organize the research into 4 main parts, namely the quality, time, price and cost. From there, we will draft out 20 type of performance appraisal indicator, which we will then derive out the importance and weight of the various indicator as a reference for the procurement office, government sector and the various examining organization, so as to contribute to the realization of the work of our government procurement bodies and improve it''s execution efficiency. The order of importance of this research of our faculty is as follows: From the most important to the least important, 1.quality, 2.price, 3.cost, 4.time and 5.quantity. By employing the Analytic Hierarchy Process, we will decide on the important factor of the various appraisals indicator to design the appraisal form and the system for the appraisal result and methods for establishing a suitable financial procurement performance appraisal model for the government, so that this research can be used as a reference for other related research project. 【Keywords】 : government''s procurement，Analytic Hierarchy Process， procurement performance，performance indicator。
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Tu, Jun-Wei, and 涂俊緯. "The Promotion of All-out Defense Education by Local Government: A Case Study of Elementary and Junior High Schools in Hsinchu City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8q933x.
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碩士國防大學政治作戰學院
新聞碩士班
102
Since the implementation of “All-Out Defense Education Act” in 2005, elementary and junior high schools has adopted infusion curriculum to teach All-Out Defense. However, central government did not provide any unified pedagogy and curriculum, which has made All-Out Defense Education a difficult task for local governments and their elementary and junior high schools to teach. This study aims to explore how local government can promote All-out Defense of education and to make substantive suggestions in the model of infusion curriculum. This study uses Hsinchu City as the case, the qualitative method as the research method, and suggestions from academic scholars as research suggestions. To sum up, four dimensions that an elementary and junior high school can extend to teach All-out Defense are: (1) multi-topics of All-out Defense education; (2) the integration into seven curriculum areas appropriately; (3) extracurricular activities; and (4) teaching plans compilation. The study found that most teachers were unable to teach efficiently because of poor teaching orientation. Secondly, the model of infusion curriculum in All-out Defense education can generalize four perspectives form this research. Finally, central government should increase teachers’ access to network resources.
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Blampied, Brenda Louise de Blancpie. "An investigation of aspirations and attitudes of selected women teachers in White government secondary schools in Natal with reference to promotional hierarchies and opportunities." Thesis, 1989. http://hdl.handle.net/10413/2187.
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Data supplied by the Natal Education Department indicated that women are unequally represented in the promotional hierarchies in schools. While 78 percent of the incumbents in post level one positions are women, only 16,3 percent of post level six positions are held by women. From a review of selected literature a list of possible barriers to the advancement of women was drawn up. These barriers fell into two broad categories - internal barriers, relating to psychological factors; and external barriers, which related to institutional, societal and organizational structures. A questionnaire was designed to educe some conclusions regarding the aspirations of selected women teachers and their perceptions regarding possible barriers to the advancement of women educators. \ The most commonly cited obstacle was found to be a concern to prevent role overload, which could result from attempting to fulfil simultaneously the demands of family and career. The second most frequently mentioned barrier related to the structure of the educational organization. Many respondents perceived women teachers as avoiding vertical career movement as it decreased their contact with the pupils. Many respondents appeared to have internalized the socletal norms concerning the position and role of women as they could forsee no obstacles to their reaching their promotional potential, apart from a personal choice to limit their horizons.Thesis (M.Ed.) - University of Natal, Durban, 1989.
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Thwala, Sipho Moses. "The management of "no fee" schools in the Mpumalanga : a case study of selected secondary schools." Diss., 2010. http://hdl.handle.net/10500/3707.
Full textAbstract:
The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools.
The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools.Further Teacher Education
M.A. (Education Management)
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Tsai, Chih-wen, and 蔡志文. "The Study of the Interaction Model of Public- Private Partnership between NPO and Local Government Administration—A Case Study on Teachers'' Job Satisfaction with Education of Scout Movement in Elementary and Junior High Schools in Taichung County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93354726701065000333.
Full textAbstract:
碩士南華大學
非營利事業管理研究所
94
The study focuses on local government administrations and association of the local scouts work together to move education of scout movement. We discuss the key and successful elements of public- private partnership interaction model .And then, we survey teachers'' job satisfaction in junior high schools and elementary schools. The research shows that public- private partnership interaction model between local government administrations and association of the local scouts work together is meaningful and valuable . According to analytic efforts, public- private partnership interaction model is an integrated dependence type with three important elements: input resources, degree of communication, and control mechanism . We compare the difference of job satisfaction with teachers in junior high schools and elementary schools. The total mean of job satisfaction, has significant difference. Also, There are significant differencey in: demographic statistics between teachers in junior high schools and elementary schools, having ever or not participated education of scout movement, teachers'' seniority, and scout service seniority. significant difference. This study suggests that the local government should persist on promoting education of scout movement, and seek for cooperation at private sectors and NPOs. The study also gives an advice to the Scout Association of Taichung County. It suggests that the association should pursue financial independence, and promote the activities of community scout groups, hold related seminars, provide basic and advanced trainers courses, thus, to reinforce scout leadership and scouter quality and resource.
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Mohlala, Jonas. "The probable implication of declaring schools as fee-paying and no-fee-paying on the secondary schools financial management in Soshanguve." Thesis, 2015. http://hdl.handle.net/10500/23283.
Full textAbstract:
The research centres on the degree to which the no-fee-paying policy is influencing the financial management of schools in Soshanguve. The no-fee-paying policy stems from the Education Laws Amendment Act 24 of 2005 according to which the levying of mandatory fees was abolished at public schools that are declared no-fee-paying institutions. The state funded these newly declared no-fee-paying schools in order to create greater access to quality education and to improve the educational resources and equipment in impoverished schools.
According to the findings of this research, there is little or no financial management in the former underprivileged schools in Soshanguve. This lack of proper financial management in these schools appears to be due to the lack of capacity within both the schools and the school governing bodies themselves. In addition, there appears to be a lack of equality and equity between the formerly underprivileged schools and the advantaged schools. In the words of Fiske and Ladd (2004b:248), equality and equity seem to be elusive. Schools in the cities are still advantaged since the parents are paying fees and schools are managing their funds, while parents in the township schools (especially in Soshanguve) have been found to be unsupportive financially. This is probably because communities around the schools are, in the main, poverty stricken.Public Administration and Management
D. Litt. et Phil. (Public Administration)
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Mbuqe, Bongeka. "Procurement of learner teacher support materials in East London District public secondary schools." Diss., 2020.
Find full textAbstract:
This study explores the flawed procurement and delivery of Learner Teacher Support Materials (LTSM) in East London district at public secondary schools in the Eastern Cape province. Poor management of the procurement of LTSM has the result that some schools in the country have limited access to LTSM because of late delivery, non-delivery, incorrect and, or delivery shortages. These problems have contributed to under-achievement in the affected schools and in turn undermine the learners’ constitutional rights and educational aims and goals. Like many other provinces, the Eastern Cape also encountered difficulties with the procurement and delivery of textbooks to various public schools.
To investigate the problem, a qualitative and exploratory study was carried out. The data were collected from a sample of 19 participants involved in the three levels of the procurement process; that is, district officials, school principals and the provincial head office officials. The researcher conducted face-to-face interviews using open-ended questions. The research results showed that although the procurement process of LTSM is centralised at the head office level, the other two levels, namely the district office and the school levels, play a significant part. While these levels play an important role in determining and collating the textbook needs, they require additional communication processes and systems to be in place to avoid prolonged timeframes and follow ups that bring about delays of the overall procurement process. Between communication of the relevant guidelines, and collating and submitting book needs information, delays happen along the way at one or more levels and these ultimately lead to either late procurement, late or non-delivery of books to the relevant schools.
The study showed that although there are rules, regulations and various policies that serve as guidelines in the procurement process, the actual implementation and monitoring is flawed. The lack of coherence promotes mistrust and conflict between the relevant stakeholders, which in turn brings about minimal consultation on changes relating to effective management processes during procurement and distribution of LTSM. The study recommends changes that are needed to achieve effective management to alleviate problems encountered during the procurement and distribution of LTSM in the East London district public secondary schoolsEntrepreneurship, Supply Chain, Transport, Tourism and Logistics Management
M. Com. (Logistics)
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Ying, Tang Tze, and 陳子鸚. "The reformation of Malaya Chinese School to Government high school -- Waung Yoong Nien with Chung Ling high school as example." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/24338104767839126572.
Full textAbstract:
碩士國立暨南國際大學
東南亞研究所
92
Abstract The distinction of secondary schools into national types and independent ones features the education organization in Malaysia. Why so? Does it have any implication? In fact, this kind of classification is not what Malaysian is willing to have and can not be a complete story unless the situation of 50s’ Malaysia has been taken into account. The Chinese in Malaysia are very proud of the independence of their education organization in which their descendant has been reared to be elite without being under the authority of government. After the change of social environment during 50s, the government intended to control the development of Malaysia by means of unifying education to be English or Malay-based. This attempt was strongly protested by the Chinese community, and made them unite. Yet Waung Yoong Nien, the principal of the Chung Ling high school agreed to reform his school as a national type in exchange for plenty of subsidies and support, and therefore was accused by virtually the whole Chinese community of betraying the Chinese-based education. Several years after this reformation, almost every Chinese-based school was forced to reform as national types and those which can sustain the blows were referred to as “independent high schools” and were excluded from the official education organization of Malaysia. As a matter of fact, the reformation of Chung Ling high school played an important and historical role which triggered off a domino effect: a sequence of events such as the passing of Rahman Talib Report in 1960, and 43 Chinese secondary schools’ reforming as national types in 1962. Waung had, of course made argument in reply to criticism of his selling out Chinese-based education, nevertheless the whole disputation ended up with a Rashomon -- a situation that the truth, always elusive, is never established. From perspective of “the self-esteem of Chinese”, “the conspiracy of British colony government” and “the Student Demonstrate on November 23rd, 1956”respectively, the author shall in the thesis try puzzling out reasons that the Chung Ling high school reformed.
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Makendano, Aggrey Kayabu. "Exploring teachers’ experiences in managing learner discipline in secondary schools in the Hardap region of Namibia." Thesis, 2019. http://hdl.handle.net/10500/26977.
Full textAbstract:
Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study.
The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation.
Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules.Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls.
Educational Management and Leadership
Ph. D. (Education Management)
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Monareng, Sadick. "Stress levels among government secondary school teachers in a semirural area of KwaZulu-Natal." Thesis, 2006. http://hdl.handle.net/10413/2219.
Full textAbstract:
There is little or no information regarding stress levels among teachers in semi-rural government secondary schools in South Africa. Furthermore, findings regarding the relationship between gender, age and teaching experience and teacher stress appear to be equivocal. The present study aims to examine the levels of stress among a group of semirural secondary school teachers, and whether there is a relationship between stress levels and gender, age, teaching experience and medical/psychiatric treatment. The researcher employed a survey using the Professional Life Stress Scale (PLSS) to assess teachers' stress levels. The demographic checklist consisted of the following items: gender, age, length of service in the teaching profession, psychiatric or medical treatment during the previous 3 months. Participants included 102 teachers, 38 of whom were males and 64 were female, from 9 selected government schools in the Durban semirural area. Descriptive statistics were used to describe the sample. T-tests were used to determine the relationship between gender and total stress scores, as well as to determine gender differences on individual items on the PLSS. Pearson correlation coefficients were used to determine the relationship between age and teaching experience and total stress scores. Chi squares were used to determine whether there was a relationship between gender and category of stress. In addition, reasons for obtaining medical/psychiatric services were examined. The research findings indicate that these secondary teachers are experiencing high levels of stress and that gender, age, teaching experience have no significant effect on their levels of stress. In addition, few participants seek psychological and medical services and most participants report psychosomatic symptoms.Thesis (M.A.)-University of KwaZulu-Natal, 2006.
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Lin, Yung-Kuo, and 林永國. "School Waste Reduction Administrated by Government Policy-A Case Study on A Private Vocational Senior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42vgup.
Full textAbstract:
碩士國立臺北科技大學
環境規劃與管理研究所
102
The economic development was in a rapid increase recently in Taiwan and also brought about a surge of waste. This led more and more focus to the topics of “Eco-friendly. On 3rd July, 2002, the Environmental Protection Administration (EPA), Executive Yuan, promulgated the Resource Recycling Act. EPA, except announcement and execution of policies, aimed at “Zero Waste” by promoting actively resource recycling. The main research methods, literature review, content analysis, and case study, were applied to a target, the student A in a private vocational school in Taoyun, by observing his practice on resource recycling and waste reduction. Based on the amount of recycling and waste as data source, it was the measures of waste management that caused the influence on the effectiveness and differences of resource recycling and waste reduction. By collecting the management strategies of “Municipal Waste All Sorted and Zero Waste” from a variety of countries and Taiwan, this research offered the schools suggestion of how advanced the facilities of waste sorting and supported the policies of “Zero Waste.” In a word, the amount of recycling at the schools in the whole recycling rate in 2013 was 33.64%, which increased by 4.12% in comparison to that in 2012, 29.52%. Next, the waste cleared in 2012 was 78,073 kilograms; in 2013, 67,930 kilograms. In two years, the amount of waste decreased by 10,143 kilograms, that is, 14.93%. Moreover, the waste collection fee in 2012 was 421,090 NT dollars, but in 2013 it dropped down to 399,046 NT dollars, which means 22,044 NT dollars saved, in other words, 5.23%. Therefore, the effectiveness of how the schools promoted the policies of recycling was acceptable. If the schools kept taking the actions on waste reduction, the achievement would be far notable. Consequently, this research aims to provide the schools with a better plan to facilitate effectual practice and effectiveness of promotion on recycling and waste reduction.
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Journell, Allen Wayne. "Teaching politics : a study of high school government courses and the 2008 Presidential Election /." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3362934.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Mark Dressman. Includes bibliographical references (leaves 250-264) Available on microfilm from Pro Quest Information and Learning.
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Brand, Emma J. "A structure of support to address the socio-emotional needs of high school learners: a case study of one government high school in Johannesburg." Thesis, 2016. http://hdl.handle.net/10539/20726.
Full textAbstract:
A research report submitted to the Department of Psychology, Faculty of Humanities, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology)
Johannesburg, South Africa February 2014South African youth face a variety of challenges and barriers to learning. The prevalence of learners with emotional and behavioural barriers to learning (EBD) in South African schools is significantly increased due to the disadvantaged circumstances that many of the learners live in. Education White Paper 6 states that educational structures of support should be established to provide support to these learners. These structures of support include; the school based support team (SBST), educators, the principal, the school management team (SMT), educational psychologists, the school governing body (SGB), families, communities, professionals such as health care workers, social workers and non-profit organisations (NGOs). This research is a qualitative inquiry that provides a case study of one government high school in Gauteng with the primary aim of examining the structure of support available to address the socio-emotional needs of high school learners. There is limited information on the role of Life Orientation educators within this structure of support. Thus the research examines what role Life Orientation educators could play when working collaboratively to provide socio-emotional support to high school learners. The following data collection methods were used; semi-structured interviews, focus group interviews, observation and document review. Through the process of content analysis and through an acquisition of an interpretivist lens, the research gained a deep understanding of the lived experiences of the participants, relying on their perceptions and interpretations thereof. It was found through the examination of the research findings that there is a need for more educational psychologists positioned at the school level and district education levels.
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Lin, Yu-wen, and 林玉雯. "The evolution of high school physical education standard history hrs after government moved to Taiwan (1994~2002)." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/00818919814003501513.
Full textAbstract:
碩士國立臺灣師範大學
體育學系
92
Since government moved to Taiwan, the standard of high school gym curriculum have been already revised five times, but it devoid of edition in system and depth. We collect document about history with the basic attitude of studying the truth and the basic of the study is the analysis of document. At the same time, we analyze the evolution with deeply discussion to make up the defect of document about history. We learn several points about the study in the following: First, the beginning of government moved to Taiwan, it still asserted campaign at first because of the situation with intercostals antagonism. It is also the policy of education development and it become education major direction in stable gradually after glasnost of government. The major goal of curriculum has been converted from training acquisition to developing exercise life habit and leisure life. The government converted from basic policy and the doctrine of democracy to developing education in quality and content and we also changed the policy of education with adapting time and growth of economy. Next, as far as the content including calisthenics, games, athletics, ball game and aerobics, sometimes Kongfu, athletics and fitness is added. In addition, game is deleted. It reveals that curriculum changes because of period’s background, it corresponds with the need of time. Third, as considering the instruction time, the physical class maintains as two hours a week. The morning exercise or the class exercise would change to at least three times a week from fifteen minutes for everyday. Since 1995, there were no outside activities. But the elective physical classes have been increased to two periods a week from the second semester; the third semester was two to four periods a week. As we can see, teaching has become more and more elastic and given more respects to students’ interests. Fourth, the way to evaluate the score is based on the skill of athletics, learning spirits, and athletic ethic. Since 1983, it starts to have percentage. In 1995, physical strength (10%) and sporting knowledge are added (25%). The evaluation is getting objective. Last, the reason why physical education isn’t workable is the lack of the knowledge of entering the next higher school and the lack of athletic equipments. It also blocks the motivation of physical education. The exercise in the morning or during the class is unideal because of lacking the transportation, studying environment, and equipments. As for activities, it doesn’t implement because of the leader of the school, the problem of the space and the specialty of teachers. Most schools teach sporting knowledge indoor for two days, but it is unsystem. The athletic representative team trains well. The score of physical education still focus in the evaluation of sporting skills. However, the test on common knowledge of athletics and the evaluation in the other ways have increased. It shows that evaluation has turned to all- arounder. Thus, it benefits the students who have disabled learning on athletic skills.
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Kao, Chen-Fang, and 高真芳. "A Study on the Relationship Between Government Accountants’ Job Rotation and Job Stress at Junior High School and Elementary School in Taipei City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/t6r6x7.
Full textAbstract:
碩士臺北市立大學
教育行政與評鑑研究所碩士在職專班
107
The study aims to explore the government accountants’ recognitions and perceptions toward job rotation system, the impact on their mental health and job performances, as well as the relationship between the job stress and the system. The researcher conducted an in-depth interview with 8 government accountants working at the elementary schools and junior high schools respectively, where one should have the experience of job rotation, in order to share their experience and feelings. After a thorough analysis, several findings have been identified. First of all, based on a few of the interviewees’ perspectives, the positive impacts of job rotation are human resource activation, disadvantage controlling, cultivation of talent and service quality enhancement. In contrast, the negative impacts are high workload and low commitment in terms of transferring to a new school. All of the interviewees considered the four years of tenure are too short to lead to all the mentioned negative impacts. Secondly, the intensive notification of job rotation and the process of transferring the employee to the ideal sector usually make the accountants feel anxious, insecure and the pressure of turnover to a different workplace. Even though the skills that they would probably have to apply at the new workplace would probably be similar, however, will still need a period of time to learn and to adapt to the new environment and job scope. All the interviewees agree to the design of the job rotation system, yet further discussion can be done to lower the negative impact mentioned above towards individuals. Thirdly, the analysis have shown that personal career plan, unchangeable rules and structure of organizations, specific organizational culture of school system, stress of reconstructing interpersonal relationship and adaption in new working environment together with job involvement and the demand of taking care of their own family are all related to the job rotation system. These several factors mainly result in accountants’ job stress as well. To sum up, the study proposed several concrete suggestions to improve the job rotation system and in hope that the government can take into account as they make any amendments to the job rotation system in the future.
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李繼來. "A Study on the Policy of Tuition Fees and Government Subsidiary system for private Senior High and Vocational School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/14938136586628506343.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
89
This study aims at research in the current tuition policy between public senior high schools and private senior high schools and the current subsidiary measures taken by the government for private senior high schools in our country and whether they are suitable for our educational development of senior high schools. Through practical research in literature analysis and experts’ interview, the defects of the current system can be found out. On the premise of considering the citizens economic burden, the government’s financial burden, and the healthy development of private senior high schools, this study can imitate a more concrete and useful method of handing in tuition fees and the government’s subsidiary measures for the government’s relevant educational authorities’ reference when they work out relevant policies. The conclusions of this study are as follows: A. Tuition fees 1. The tuition fees in public senior high schools had started to make a structural adjustment since the school year of 1991. The average tuition fees in private senior high schools in the school year of 2000 were NT$52,840, which was about 3.37 times of the average tuition fees in public senior high schools. This differential still didn’t obtain the goal of 1:3 in the school year of 2001 as scheduled. 2. In pursuit of reasonable reflection cost, a tuition policy of “reflected education cost” should be adopted during the stage of non-compulsory education, and the tuition fees in public senior high schools should reach above 20% of unit education cost. In this way, it would correspond to the principle of social justice. 3. In the school year of 2000, the average tuition fees in private senior high schools were NT$52,840, but the unit education cost in private senior high schools were NT$98,682. The differential between the two was still quite large. Because of the insufficient subsidies from the government, it is very difficult for private senior high schools to upgrade the quality of education only through the tuition fees from the students. 4. On the premise that if the government’s subsidiary funds provided for private senior high and vocational schools reached 20% of unit education cost in private senior high and vocational schools and the unit education cost in public senior high and vocational schools remained unchanged at NT$146,076, the annual tuition fees in public senior high and vocational schools would structurally adjust 9.3% and those in private senior high and vocational schools would adjust 1.6%. The differential of the tuition fees between a public senior high and a private senior high would draw close to 1:2 and the tuition fees in public senior high schools would get to 20% of unit education cost by the school year of 2007. 5. Nowadays the number of public senior high schools increased every year, while the number of school-age children decreased very quickly. At present every student who graduated from junior high school had an average above 1.3 opportunities of attending senior high school. Some areas even had above 1.5 chances. As a result, the public property of private senior high schools was reducing each year. In order to let some of the private senior high schools be able to develop its own characteristics to upgrade its competivity and make room for students with multiple choices, a conditional tuition liberalization for private senior high schools should be agreed by the government. B. Government’s subsidies 1. High school education had become a circle of basic one, and the students attending private senior high schools occupied half of the students attending senior high and vocational school. According to the principle of the proper distribution of educational resources and the equality of educational opportunities, the government should provide rational subsidies for private senior high schools, and these subsidies should at least occupy above 20% of unit education cost in private senior high schools. This was also the subsidiary goal mentioned in the educational report of ROC. 2. The subsidiary policy of education substitute which the government directly offered the students attending a private senior high school was fully supported by the students’ parents and public opinion. In order to draw close to the burden of the students’ parents between public senior high schools and private senior high schools as well as the proper distribution of educational resources, the government should supply a subsidy of education substitute to all students who attended private senior high schools.
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Huang, Hsien-Hui, and 黃欣惠. "The Study on the Role of State in the Transformation of Vocational Senior High School─ Focus on Government Administration." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/f6uw38.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
96
The transformation of vocational senior high school was an important part of the post-secondary education. Most researches focused on the discussion of transformation strategies or its process and achievement in the case of a vocational senior high school. However, there were not many studies on the national role– the policy establishers of the transformation of vocational senior high school. Hence, the purpose of this research mainly explored the national role in education policies to understand the degree of the autonomy of policy making. The national autonomy in the state-centered theory was used as the analysis framework. Based on the autonomy theorized by Skocpol and Nordlinger and Evan’s viewpoints on embedded autonomy, focused on the procedure and the background of the transformation of vocational school, and related with the challenge and important incidents which were faced by the nation, the changes between the national role and autonomy were discussed. Specifically, there were three purposes in this research: 1. to explore the application of the state-centered theory on education studies; 2. to study the policy track of transformation of vocational school after lifting the curfew; 3.to analyze the role changing of State in transformation of vocational senior high school. According to the purposes, the following conclusions were obtained: 1.The role changing of State on education policies was proved through the autonomy theorized by Skocpol and Nordlinger and Evan’s viewpoints on embedded autonomy. 2.Although the transformation was concerned with different backgrounds, the nation was still the important planner for education policies. 3.The circumstance of transferring was influenced by the interaction between the nation and the social associations, the political trend led by the legislature, the interrelationship and restraining of domestic administrations. Based on the above conclusions, this study made some concrete suggestions to later researchers, so that, if necessary, they could use them as reference
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Liu, Shih-Yuan, and 劉適源. "A Research on Vocational High School Students and their Parents'' Attitude toward Taiwan Government''s Policy on China Degree Verification." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/96793424165980924671.
Full textAbstract:
碩士淡江大學
中國大陸研究所碩士在職專班
96
By Taiwan employees locating in China, more and more vocational students study there. But these students are facing big press in Taiwan because our government still not identifies China’s high education. This research wants to use the literature analysis to understand the process of the identification with China’s high education. Second, the research analysis the vocational school students and their parents’ opinion about the identification of China’s high education in Miaoli by quantification. The statement of purpose is discussing the consistence and popular opinion of the identification with China’s high education, and analyzing the factors that can influence the vocational students and their parents’ attitude about studying in China to advice policy. Furthermore, the research also analysis the risk and the limitation of studying in china. This research surveyed 30-50 students a class and 2-3 classes a school in the 4 vocational schools in Miaoli. On the other way, students brought the questionnaires back home for their parents. The survey was begun at March, 2006. The conclusion: 1.The public opinion is not big enough to make the government identify with China’s high education. 2.There is no anticipate time for the government to identify China’s high education. 3.The main reason of students not studying in China is politics. 4.Near 70% of students don’t understand the identification with China’s high education, but the parents do. 5.Most students wouldn’t study in China, but a lot of the parents would send their children to there. 6.Before studying in China, students and parents should think about how to get a job in Taiwan.
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Chen, Tien-Hsiung, and 陳田雄. "The Study of Local Government Sponsored Pre-service Training Program for The Study of a Local Government Sponsored Pre-service Training Program for Elementary School and Junior High School Principals ： Take Taichung County as an Example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/46247350431039290942.
Full textAbstract:
碩士國立中正大學
教育研究所
94
The Study of a Local Government Sponsored Pre-service Training Program for Elementary School and Junior High School Principals ： Take Taichung County as an Example Tien-Hsiung Chen Abstract The purpose of this study was to discuss the content and the application of a local government sponsored pre-service training program and its related problems for elementary school and junior high school principals in Taichung County. The qualitative research was used in this research . During studying the paper, focus group interview and individual interview were the main research technique to understand the situation of local government sponsored the pre-service training for principals. The data were collected and analyzed after interviewing, then I got the following results. 1.The content of pre-service training program for elementary school and junior high school principals sponsored by Taichung County Government , including：the liberal education、primary education policy、professional knowledge of education、school administration and practice as well as the synthesis association class activity five big kinds, the proper attention to both theory and practice , and can melt into the local education affairs. 2.The principals who participated the pre-service training felt satisfied with the content of the pre-service training program for elementary school and junior high school principals sponsored by Taichung County Government. The program they felt more satisfactory including：The new century leadership style、Principals’ administration leadership、The experience inheriting and sharing of the counsel principal、To establish community interpersonal public relation、The idea of innovation on school management 、A three- minute impromptu lecture、Mood management and pressure management、School education visit 、and School administration practice teaching ,etc. 3.The pre-service training program for elementary school and junior high school principals sponsored by Taichung County Government could promote principal the professional ability. 4.The principals who participated the pre-service training program for elementary school and junior high school principals sponsored by Taichung County Government will be able to apply the five kinds of program contents to the principal works . 5.The things of a Local Government Sponsored Pre-service Training Program for Elementary School and Junior High School Principals need to be improved：the proportion to the practice program should be larger than that in the theory program 、the time primarily should be taken during the winter and summer vacation and the training program should be increased time、handles by the professional training center as the best consideration、the government bears a half training consideration and the principal bears one half、inviting well- known scholars and experts to teach the education theory and the practice idea、as well as inviting the superior principal to be a lecturer to make the experience inherit or to be the life instructor to make the experience share、taking the school practice they should better be one to one , after the reserve training the young principals should practice in the school for a month during the winter and the summer vacation . Based on the findings of this research, the researcher provided several recommendations for education administration authorities and future researchers. Keywords：Pre-service training program for principals、focus group interview、individual interview .
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WANG, KAI-LI, and 王凱立. "Feasibility Study on Management of School Sport Facilities by Non-governmental Institutions--Swimming Facilities in Taipei municipal junior high school as Example." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/44220919899214167148.
Full textAbstract:
碩士國立臺灣大學
土木工程學研究所
88
With the two days of rest carried out, people''s needs of sports fields are increasing. Since there are 40 percent of sport facilities located in schools, it is important to make them open to public access, which is to solve the problems of the lacking sport facilities. In fact, It has been long that the government policy commands schools to open their sports facilities by official lows. However, it is inefficient. Swimming facilities are studied as objectives in this research to understand the difficulties for schools to operate their sport facilities. It is researched that swimming facilities in schools, including high schools, vocational schools, and under, are not only insufficient but also unequal in quantity. Moreover, only 13.6 percent are heated pools. It is of great urgency to built swimming facilities in schools. Focusing on the present school swimming facilities, this research takes Taipei municipal junior high school swimming facilities as objectives. In the ways of interviews and questionnaires with schools, we can understand their operating situations and the difficulties which they are faced with. It is found in this research that the main problem which the present junior high school swimming facilities are faced with is the shortage of manpower and fund. The Taipei City Government knows the problems above. However, with the shortage of finance, it hopes to transfer the operation of school swimming facilities to non-governmental circles, under the Principle of Taipei Municipal Possessions Entrusting to Operate, but there is no successful case so far. In order to solve the problems for school swimming facilities, such as insufficiency, inequality, and the difficulties of operation, this research studies the validity if the Law of Promoting Non-governmental Circles to Participate in Public Construction is suitable for school swimming facilities. In this research, by interviewing the operators of non-governmental swimming facilities, we can understand their operating situation, and investigate their views about taking charge of school swimming facilities. It is found that most non-governmental operators think it valid for non-governmental institutions to be in charge of school swimming facilities. Moreover, the data from investigations are used to evaluate the validity of this program. The following are the conclusions of the research. If schools can give non-governmental institutions the preferential treatment to use schoolyards free, according to the Law of Promoting Non-governmental Circles to Participate in Public Construction, and allow them to set the charges, then it is practical to operate the present school heated pools in the OT way. In the ROT way, it will not attract investors in finance when non-governmental institutions rebuild the present cold swimming pools into the heated ones; these non-governmental institutions will not be willing to operate the school swimming facilities unless other inducements are added. In the BOT way to build new school heated pools, it is concluded in this research that non-governmental institutions will not be willing to participate unless schools give them the operating right at least ten years, for the sake of a reasonable rate of return.
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Fan, Yu-Chiu, and 范鈺秋. "A study on the application of the government procurement law in school procurement -focus on the case of a public junior high school of Hsinchu County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/c4rmht.
Full textAbstract:
碩士中原大學
財經法律研究所
103
Among the procurement cases of the public junior high school which the author worked in, five representative cases involving procurement of nutritious lunches, off-campus teaching, library spatial environment improvement works, elevator maintenance and uniforms for new students of the cooperatives are selected to explore five methods including approved advantageous bid, selecting the most advantageous bid, minimum bid among bidders of the same qualification, cancel after verification in direction negotiation with manufacturers (purchase on a small quantity) and procurement not applicable to the government procurement law, and analyze whether the laws and regulations stipulated by education administration authorities are applicable to the Government Procurement Law, and what types for bidding and tendering they are suitable for and the corresponding operation procedures. Then, based on the relevant laws and regulations concerning government procurement, documents about procurement, interviews with personnel at procurement authorities, personal experience and the research contents in this paper, the author explores the problems in various procurement cases at public junior middle school, involving procurement assessment (homogeneous or heterogeneous assessment), assessment of procurement by the third-party collection and payment for students at faculty-student cooperative of public junior middle school; procurement bidding, i.e., bidding period, number of bidding manufactures; judges for procurement assessment, namely, the committee members, committee composition and numbers, proportion of external experts to school faculties, working group, time for selection, inadequate professional knowledge of experts and the items for selection. This paper proposes suggestions from the standpoint of the procurement at public junior middle schools, expecting that the research results can be used as reference for public junior middle schools.
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Mpunzana, Bongiwe Jacqueline. "The implementation of the HIV/AIDS policy at a high school in Pinetown District, Kwazulu-Natal Province." Diss., 2017. http://hdl.handle.net/10500/22721.
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The researcher explored problems that hamper the implementation of the HIV/AIDS Policy at a specific public high school in KwaZulu-Natal. The research was designed as a qualitative single case study. Various data collection methods were implemented: a one-on-one interview was conducted with the principal, while the SMT and Life Orientation team took part in focus groups and the school governing body members completed a questionnaire.
The researcher succeeded in answering the research question: Which problems hamper the implementation of the HIV/AIDS Policy at the participant high school in KwaZulu-Natal? She identified the principal and school governing body’s limited knowledge of their obligations with regard to the implementation of the HIV/AIDS Policy, different beliefs and myths related to specific ethnic groups towards HIV/AIDS, non-disclosure as a result of negative stigma and discrimination, the lack of cooperation from parents, cultural and religious beliefs as the main problems hindering the implementation of the HIV/AIDS Policy at this school.Educational Leadership and Management
M. Ed. (Education Management)
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Ho, Yi-chuan, and 何宜娟. "KMT government and anti-communism and anti-Russia education: take the historical teaching materials of junior high school from 1949 to 2000 for examples." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/72430076887603922945.
Full textAbstract:
碩士國立中央大學
歷史研究所
95
This research mainly discusses how the contents of the historical teaching materials of junior high school changed in Taiwan from 1949 to 2000. By analyzing the changes of the historical teaching materials of junior high school after the KMT government compelled to take refugee in Taiwan in 1949, we could understand the KMT government’s anti-communism and anti-Russia policies. In the first few years, the historical teaching materials of junior high school did not convey any thoughts of anti-communism and anti-Russia. But after the Korea war, the KMT government started to revise the historical teaching materials of junior high school and promoted anti-communism and anti-Russia thoughts. In this research, we demonstrate the shifting of those anti-communism and anti-Russia thinking in the historical teaching materials of junior high school. In conclusion, thought the KMT government changed the methods of the transmission of anti-communism and anti-Russia thinking, the basic anti-communism policy of educating the students did not changed.
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Lin, Chia-ming, and 林佳銘. "A displacement of small-scale school mergence policy-A case study of the program of high-quality transformation by the government of Yunlin county." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26012439975764766573.
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Madziyire, Godfrey Tapfumaneyi. "Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective." Thesis, 2015. http://hdl.handle.net/10500/19117.
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The purpose of this study was to evaluate the impact of philanthropic interventions in public high schools in Mutasa district of Zimbabwe. Three research questions guided the study. The investigation focused on finding out the types of philanthropic interventions in the public high school and to evaluate their impact on the schools and students involved from an educational management perspective.
The investigation was a mixed methods research using both quantitative and qualitative methods. Data was collected by questionnaire, interview and documentary sources. Principals of twenty nine high schools responded to a questionnaire. Interview data was gathered from two representatives of non-governmental organisations. One NGO also provided documents for more data. Two individual philanthropists from the district were also interviewed.
The results of the study indicate that philanthropic interventions have made significant improvements to the physical infrastructure of some schools. During the 2014 study there were about 700 students from poor backgrounds on various school fees assistance programmes. School enrolment and completion rates have increased. School drop-outs have decreased. Over 6 500 former beneficiaries of fees from one donor organisation have formed an alumni association to assist other children in disadvantaged circumstances.
It is strongly recommended that schools in the district and elsewhere use online social network platforms to organise alumni associations from a wider catchment area beyond national borders. Alumni associations are a potentially rich source of philanthropic revenue hardly tapped in the district. Schools should create their own websites to be exposed to a global audience of donors for possible funding of their projects.Educational Leadership and Management
D. Ed. (Education Management)
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Chih-Cheng, Hu. "The study on cultural policy of the government on artistic study, career decision and cognition - Take the art class of a national high school in Taipei area as an example." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200717171182.
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Hu, Chih-Cheng, and 胡志誠. "The study on cultural policy of the government on artistic study, career decision and cognition - Take the art class of a national high school in Taipei area as an example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/25259006774968405291.
Full textAbstract:
碩士國立臺灣師範大學
藝術研究所
94
This study discusses the artistic education idea and the objective of talent cultivation of the art class, theory of career decision, content of the Taiwan cultural policy and the requirement of the talents to form the program. In this study, the following conclusions have been drawn: 1. The direction of education idea of the art class and the corresponding government cultural policy: For the artistic talent cultivation in art class below the high school, it establishes the cultural talents who realize and understand the learning of art. For the direction of talent cultivation on corresponding cultural policies, it is mainly belongs to cultural administration, planning and implementation. 2. The artistic study and cognizing the government cultural policy of the art class students: Students have positive opinion on artistic study. They demonstrate independent and self-confidence attitude on the decisive factors of career in the future, and determination of status. Regarding the cognition of the culture, the tendency of the result is positive. However, the initiative attitude has negative result. The effect on the determination of the policy is mainly on cultural education type. The art education centre presents that for those students who actively want to know more about the cultural policy, are those who also love both academic subject and skilled subject. The numbers of students are more than those who only loves either art or artistry. 3. Career decision and cognizing the government cultural policy of the art class students: The self-efficiency of career decision is good. This represents that the students in art class of high school have high confidence on career decision. In self-efficiency of career decision, there is obvious difference on heard and whether they want to know the cultural policy actively. Especially in the high grade group, the numbers of students who have heard and want to know the cultural policy actively are more. Besides, on collection of information on career, efficiency of confidence is an important indicator whether the students have heard and want to know the cultural policy actively. 4. Forecast of the relevant situation on artistic study, career decision and cognizing the government cultural policy of the art class students: There is inverted relationship between students who like skilled subject and whether they want to know the cultural policy. On self-efficiency of career decision, the efficiency of career decision has direct relationship with whether they have heard, know and want to know the cultural policy actively. However, the self-efficiency of career decision has not been predicated in affecting decision type. In the efficiency of career decision of objective choice, it shows inverted relationship with nurtured industry of policy. Finally, according to the result of this study, a lot of opinions have been put forwarded for reference of future art class education, counseling and future research.