Dissertations / Theses on the topic 'Post-primary schools'
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
Full textKelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.
Full textMcBride, Kathleen G. "Drug education in post-primary schools : practical reality or laudable aspiration ?" Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399691.
Full textMoles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
Full textKelly, Marie Alice. "Exploring attitudes to moving image media education in Northern Ireland post primary schools." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695384.
Full textDeeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.
Full textCummins, Brian James. "Going beyond the rhetoric : an analysis of enterprise education provision in Northern Ireland post-primary schools." Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272459.
Full textO'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.
Full textAgiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
Full textRibchester, Christopher Brian. "Education policy and the viability of small school provision : the social significance of small primary schools in England and Wales post 1988." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361003.
Full textSimpson, Audrey Ann. "A sociological analysis of the theory and practice of sex education in post-primary schools in Northern Ireland." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365939.
Full textFitzgerald, Johanna. "Leadership in inclusive special education : a qualitative exploration of the SENCO role in post-primary schools in Ireland." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573680/.
Full textChabela, Adeline. "Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/9407.
Full textGlobally, Life Skills Education (LSE) is a component of school curricula that has been of considerable scholarly interest recently, especially in education. Raphael defines LSE as "a methodology for helping children and adolescents cope with their life situation, develop decision-making and problem solving skills, and evaluate risks and respond appropriately" (2006:5). The study aimed at investigating stakeholders' perceptions of factors influencing the adoption, development and implementation of Life Skills Education in post primary school in Lesotho. In this study, "post-primary schools" refers to grades 9-10. The main objectives of this study were: To explore stakeholders' perceptions about factors influencing the adoption, development and implementation of Life Skills education in post-primary pilot schools in Lesotho. To analyze the role and impact of the broader political, social, cultural and economic environment in which Life Skills Education is adopted, developed and implemented in post-primary pilot schools in Lesotho. To carry out this case study, the researcher followed a qualitative approach. To collect data, 22 semi-structured one to one interviews were held with education officers from the government and overseas donors, principals, teachers and parents. LSE training manuals were also analysed. It is evident that the crisis of HIV/AIDS in the country motivated the government's initiative to introduce LSE in the schools. However, the take up of the project was not smooth. The prominent reason was lack of consensus within the MOET, which led to many other unresolved issues that weakened other stages of the curriculum development. Secondly, it took the MOET six months to develop LSE curriculum and thus led to many more gaps in the curriculum planning and development. The project had strong support from the Lesotho government. This suggested more chances for it to have been a success. Nonetheless, omissions were made that weakened the support from other authorities and relevant stakeholders. In addition, lack of supervision, follow-up and retraining of teachers affected negatively the reception and implementation of the project in the pilot schools. Although the project was piloted for sufficient length of time (one year), it had no monitoring package. Moreover, the review that was done (Visser-Valfery 2008) took place long after the piloting period, thus, this is likely to have not benefited the development of the project much. Parents are aware young do engage in premarital sex, and, are at the centre of the pandemic, and thus showed a great support for the project and willingness to support teachers' through assignments. Life Skills Education remains the best option for curbing HIV/AIDS pandemic and protects young people against HIV/AIDS, with a solid research base of practice and theory. It is commendable that the MOET realize the need to reach young people with HIV/AIDS prevention message through the school curriculum. For a sustainable development of this programme, there is a need for the MOET to ensure full participation of relevant stakeholders and give time long enough for advocacy and trainings of stakeholders at both the central and district level.
Kelly, Ronan, Helen Hou, Barbara Skinner, and Xiuping Li. "English as an additional language learners' perezhivaniya of language development, identity and social integration: a multiple case study of post-primary schools in Northern Ireland." Thesis, Ulster University, 2022. https://pure.ulster.ac.uk/ws/portalfiles/portal/107632891/2022KellyRPhD.pdf.
Full textO'Connor, Eileen. "'There is a lot to be learnt' : assistant principals' perceptions of their professional learning experiences and learning needs in their role as middle leaders in Irish post-primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019858/.
Full textKaye, Matthew D. "A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.
Full textHealy, Kevin M. "Decline, growth and amalgamation : an emerging picture in relation to the provision of post-primary education in Ireland with specific reference to five towns in West Cork and the enrolment trends between Catholic and State-Sector schools therein." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:10113.
Full textCarter, Annabel Louise. "Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch." Thesis, University of Canterbury. School of Health Sciences, 2013. http://hdl.handle.net/10092/8721.
Full textMuzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.
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Nambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.
Full text- a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda.
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted
DaSilva, Christian. "Youth Agency and the Efficacy of Basic Education in Tanzania: An Inquiry into Post-primary School Structuration." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33019.
Full textPulsford, Mark J. "The emergence of the male primary school Special Educational Needs Coordinator : a relational materialist post-qualitative exploration." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16598/.
Full textMcEnery, Michael. "Emerging practices in a post primary school : challenges and opportunities when working with a Virtual Learning Environment (VLE)." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680436.
Full textArizmendi, Wayne Clinton, and arizmendi@fastmail fm. "Relative truths regarding childrens learning difficulties in a Queensland regional primary school: Adult stakeholders positions." Central Queensland University. School of Education, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060510.112803.
Full textMhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
Full textHill, Marie Joyce. "An evaluation of how classroom assistants are mediating the learning of pupils with Special Educational Needs (SEN) within a mainstream post-primary school within Northern Ireland." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695368.
Full textMadden, Emma. "School bullying : victim perspective past and present : an assessment of university students perceived long-term consequences utilising retrospective accounts and post-primary school pupils attitude and response to typical scenes of bullying." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551568.
Full textDeenihan, Thomas J. "Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education." Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272014.
Full textMulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.
Full textBasson, Schalk Willem. "'n Model vir die gebruik van Bybelse narratiewe in die pastoraat aan kinders tussen die ouderdom van 6 en 13 jaar / Schalk W. Basson." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4418.
Full textThesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.
Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
Full textSchineider, Suzana. "O projeto-piloto de alfabetização do Rio Grande do Sul : um olhar de estranhamento sobre seus materiais didáticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/16460.
Full textThis master's degree dissertation examines three Programs of the Pilot Project for the Teaching of Literacy to Six-year-old Children in the state of Rio Grande do Sul. This project is carried out since 2007 in some public schools due to the stretching of Primary Education from an eight-year to a nine-year duration. They are: "Circuito Campeão" ("Champion Circuit"), from the Ayrton Senna Institute; "Alfa and Beto", from the Alfa and Beto Institute and "Alfabetização Pós-Construtivista" ("Postconstructivist Literacy Teaching"), from the Study Group on Education, Teaching Methodology and Action (GEEMPA). Counting with the assistance of Cultural Studies, that discuss the invention of knowledges, this work is focused on the analysis of teaching materials used in this Pilot Project as generators of "new literacy teaching cultures", giving emphasis to the analysis of GEEMPA's "Post-constructivist Literacy Teaching" Program material. Also taken into account are the poststructuralist referentials, from authors such as Michael Foucault, Jorge Ramos do Ó and Gilles Deleuze, acknowledging this Pilot Project, as a public policy, linked to a political rationality dedicated to the production of more efficient individuals for the market and the neoliberal logic. The textual analysis of the research provides visibility to the discourses present in the didactic material of the three Programs, such as the post-constructivist, the reading/writing skills and the phonic methods, providing a brief history of the paths followed by these discourses in the last decades. This work problematizes the different literacy proposals present in the Programs and questions the establishment of a literacy standard to be reached by first-grade students in the nine-year Primary Education, through evaluations that define the corresponding matrix of cognitive competences and abilities. Furthermore, it also discusses the participation of NGOs, invited by the State, in the formation of teachers, regarding such Programs as providers of "educational packages".
Pearce, Linda. "How primary schools really work: Architecture, use, and perspectives." Thesis, 2016. http://hdl.handle.net/2440/129933.
Full textSchools are an important class of architecture. This is for many reasons, not least because primary schools are the first public buildings that most children inhabit for a significant amount of their waking hours and are, thus, their first experience of what should be quality built environment design. To ensure this quality, occupied building evaluation should be an important endeavour in architectural practice. Recent school building performance evaluations have been undertaken from the perspective of facilities management, or building-science, using 'expert' judgement to assess the used built environment. This presents two concerns. First, these techno-economic positions assume that behaviour of users is predictable and logical over the life of the school building, and omits the variety of users, activities, and experience of the 'Architecture'. Second, by using so-called professional 'experts', building performance often omits the voice of users (staff and students) who are expert in their own environment. The primary objective of this inquiry was to, first, establish architectural research methods suitable for including primary school users in building performance evaluation and, second, apply it to investigate the context and user perspective of their school built environment. Five primary schools, located in the Adelaide, South Australia, were selected for recognised heritage, architectural, and educational facility values, and recruited to participate in a mixed-method case study inquiry, as critical cases. Because school architecture and school occupants form a building-occupant system, this inquiry needed a range of data collection methods to capture the system. Architectural assessment, physical (environmental monitoring) and social science (surveys, visual ethnography) data collection methods were integrated to create rich case study interpretations of the schools, at school and classroom units of analysis. It was observed that the building fabric, regardless of age or design intentions, was modified to introduce contemporary permanent technological and sustainability innovations, and also for transitory occupational needs. Data triangulation found that user perspectives of the primary school architecture differed between staff and students, and this difference was aligned with each cohort’s active use of different school facilities. Exploratory Principal Axis Factoring using student participant responses resulted in five factors loaded on variables grouped around wellbeing, smell, acoustics, vision, and satisfaction, in order of their contribution to variance. This suggests that their environment quality is particularly important to primary school students. This finding was confirmed when triangulated against the qualitative data collected. Given this, and the emergent findings from the triangulated staff perspectives with other methods, it was deduced that user perspectives could be grouped into four themes: Place/Architecture, Functionality, Wellbeing, and Environment. These are proposed as a new quality framework and used to as a lens to review the success of recent school technological and sustainability innovations. This research suggests that omitting user voices from building performance evaluation omits important sources of knowledge and design learning since, even with the best intentions, non-occupants, expert or not, cannot speak on behalf of primary school users. This flexible, technosocio paradigm also offers a framework for interdisciplinary research that integrates the knowledge of other disciplines into future architectural inquiries.
Thesis (Ph.D.) -- University of Adelaide, School of Architecture and Built Environment, 2016
Masoebe, Liteboho E. "The study of factors influencing teacher mobility in post-primary schools of Leribe, Lesotho." Thesis, 2003. http://hdl.handle.net/10413/3115.
Full textThesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.
Chang, Yin-yin, and 張茵茵. "Post-occupancy Evaluation Study for the Barrier-free Environment in three Primary Schools of Tainan City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/11527012426216938489.
Full text國立臺南大學
輔助科技研究所
101
The purpose of this study is to discuss the current status of the barrier-free campus environment in Tainan city and the result of its post occupancy evaluation. The research survey the field investigation and the content of barrier-free facility in the campus registered on the barrier-free environment management system toward three selected elementary school located at three different administration area respectively. By using the method of the semi-structured interview, the study conduct the post occupancy evaluation interview toward three users of the schools and make a cross-comparison of the conformity and the dissimilarity between the real current status and the interview content. The result can be the reference of planning, conducting and managing the barrier-free environment for education department and the administrative unit of the schools.The results reveal as following; A. The current usage status of the barrier-free environment regarding three elementary school campus are: (1) The coincidence rate of the setting of the guiding signs, barrier-free sign, the entrance and exit to refuge floor, the door drill of the entrance and exit, the twist design of the stairs, and the extrusion limit of the indoor passage hallways inside three schools are low, and there is no setting with audience seat among three campus; (2) The route for the blind, the guide tile of school A need to be improved. the handrails require installation to the ramp ,and the L-shaped handrail of the disable restroom need to be improved as well; (3) The elevator of school B is in urgent need of improving. Parts of the stairs with no handrail attached need to be fixed. As for the old-fashioned disable restroom is in need of improvement as soon as possible ; (4) The parking space of school C requires improvement and the elevator facility is recommended to install. The amount of the disable restroom should be added more as well. B. The opinion of post occupancy evaluation of three school campus are as following: (1) The disables who need to walk on crutches value more on the flatness, solidness, slip-resistance of the ground and the entrance and exit way, as well as the fine experience when taking the elevator, and the convenience of using disable restroom; (2) People with visual impairment require simple line and pattern within the facilities which make it easier for their eyes to distinguish better; (3)The protectors and parents hope for well-functioning disable restroom and convenient elevators; (4)The teachers in school can increase their human interaction among the students for assisting them building self-confidence and the acceptance from the peer group; (5) Users also hope the school administration being able to offer assistance actively or accepting the substituent measurement and improving the campus environment aggressively to make the barrier-free environment more perfect. Most of the users consider the old architecture and limited funding are the biggest difficulties for improving the barrier-free campus environment. C. The result of data completeness registered on the barrier-free campus environment management system of Special Education Transmit Net among three schools are: (1)The most complete data belongs to school B, and school C is the least; (2)School B is the most aggressive regarding improving their campus environment; (3) School A make no improvement on the barrier-free campus environment; (4) The data logging of School C is not complete and lots of their facility require improvement or installation. According to the above results, the researcher can offer the concrete suggestions to the related education authorities and other further studies.
CHUNG, JING-YI, and 鍾靜宜. "Post-occupancy Evaluation Study on Old Toilet Renovation Project of National Primary and Secondary Schools in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/11174670558189773115.
Full text國立雲林科技大學
創意生活設計系
104
K-12 Education Administration, Ministry of Education had issued the financial subsidy for the old toilet renovation project of National primary and secondary schools in Taiwan from 2013 to 2016. However, in order to investigate and study this renovation project’s effect, this study concentrated on using theory of POST-OCCUPANCY EVALUATION to measure the satisfaction of end users and putting forward suggestions to Ministry of Education for planning and managing campus’s Sanitary equipment. In short, this study focus on four purpose : (1) Measuring the end user’s satisfaction of the renovation project. (2) Studying on the difference of the satisfaction and conscious resistance experience between individual background variable’s user. (3) Studying on the difference of the satisfaction and conscious resistance experience between individual area variable’s user. (4) Studying on the relationship of the user’s aesthetic aducation and satisfaction. This study adopts the questionnaire research method to investigate the feelings toward Five-Dimensions and Overall Satisfaction after the completion of renovation toilet of the participants who were school students on Old Toilet Renovation Project of National Primary and Secondary. There were 4810 questionnaires were issued totall.However, the overall recovery ratio was 83%, with 978 invalid samples being removed from the survey. This Study indicates the following four conclusions (1) The satisfaction level of invalid samples tend to be high (M=4.29), indicating this plan satisfiy user’s needs generally. (2) The satisfaction degree of Spatial Scale was relatively lower than other dimensions (M=3.87), and the item of "satisfaction for Toilet proportion of men and women" also got the lowest scores of any other items. (3) The results indicate that different geographical regions, counties and cities, grade and gender resulting in the significant effect among satisfaction of the renovation project. (4) The study indicate positive correlation between Aesthetic Education of dimensions and Overall Satisfaction.
WEI-HSU, CHEN, and 陳韋旭. "The Post-Occupancy Evaluation of Taiwan Sustainable Campus Project - An Example of 4 Primary Schools in Miaoli." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/19353602121528500898.
Full text國立新竹教育大學
教育學系碩士班
95
Abstract The purposes of this study are to treat the effectiveness and satisfaction of post occupancy by 4 primary schools in Miaoli participating Taiwan Sustainable Campus Project subsized by the Ministry of Education in 2004 and had been carried out for more than one year as some advice for educational administration institutions, schools and architects. In order to reach the purposes of this study, first, to collect correlative pappers and theories to establish the framework and hypothesis of the research. Then, to use “The Questionnaire of the Post-Occupancy Evaluation of Taiwan Sustainable Campus Project by 4 Primary Schools in Miaoli” and “The Investigation of the Post-Occupancy Evaluation of Taiwan Sustainable Campus Project by 4 Primary Schools in Miaoli” and “The Interview Outlines of the Post-Occupancy Evaluation of Taiwan Sustainable Campus Project by 4 Primary Schools in Miaoli” as the tools of research to proceed questionnaire for all the teachers and educational staffs and six-grade students in the 4 primary schools. Finally, to proceed statistic analysis through the percentage of the numbers of times and to analyze the informations of questionnaire and interview. According to the findings, this research acquired conclusions as follows: 1. The occupant satisfaction for reconstructive facilities among the four primary schools in Miaoli (1) On green buibings, 70% of the teachers and staffs feeled satisfy, and 63% of the six-grade student feeled satisfy. (2) On ecology and environment, 78% of the teachers and staffs feeled satisfy, and 68% of the six-grade student feeled satisfy. (3) On teaching development, 77% of the teachers and staffs feeled satisfy, and 67% of the six-grade student feeled satisfy. (4) On sustainable management, 79% of the teachers and staffs feeled satisfy, and 65% of the six-grade student feeled satisfy. (5) On architecture characteristic, 79% of the teachers and staffs feeled satisfy, and 57% of the six-grade student feeled satisfy. (6) On Safety and security, 77% of the teachers and staffs feeled satisfy, and 52% of the six-grade student feeled satisfy. (7) On the site of facilities, 77% of the teachers and staffs feeled satisfy, and 58% of the six-grade student feeled satisfy. (8) On educational adequacy, 77% of the teachers and staffs feeled satisfy, and 62% of the six-grade student feeled satisfy. (9) On overall reconstructive facilities, 67% of all the examinees in the 4 primary schools in Miaoli had a feeling of satisfaction. 2. The occupancy effectiveness for reconstructive facilities among the 4 primary schools in Miaoli (1) On environmental protection and energy saving, Dapu and Haikou primary schools are good, Chushin and Shangia are bad. (2) On ecological protection, Chushin, Haikou and Dapu are more distinguished. (3) On teaching innovation, the 4 schools are good, Chushin is more distinguished. (4) On school management, the 4 schools are good, Chushin is more distinguished. (5) The reconstructive facilities are mostly for ecology observation, sightseeing, outdoor teaching, chatting and discussion. (6) After the occupancy for more than one year, the reconstructive facilities are considered to meet with the previous planning concept in general. 3. The occupancy and preservation problems for reconstructive facilities among the 4 primary schools (1) Most occupancy problems are the intrusion of superior creature, not well-distribution of rainfall, lack of stable water sources, oxidation of poolwater in winter and malfunction. (2) Most management and preservation problems are the increase of manpower loading, the lack of ecology knowledge, the destruction from citizens and students, the lack of the maintenance of machines by special personnel and the concerns of the safety. According to the findings of the paper study and the research, the researcher offers some advice for the reference of educational administration institutions, schools, architects and correlative research in the future.
Legodi, Manare Jeofrey. "Competence in english and afrikaans in black post primary schools with special reference to the Northern Transvaal." Thesis, 1992. http://hdl.handle.net/10386/2132.
Full textLin, Yi-Min, and 林義閔. "A study on the job stress and satisfaction of teachers with administrative post in primary schools in New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/72447106844858468551.
Full text淡江大學
教育政策與領導研究所碩士在職專班
104
This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between job stress and satisfaction of the teachers with administrative positions in public primary schools in New Taipei City. The main purposes of this study are: 1.To understand the situation of teachers with administrative positions in public primary schools in New Taipei City. 2.To explore the job stress of teachers with administrative positions in public primary schools in New Taipei City. 3.To explore the job satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 4.To analyze the differences of the job stress and satisfaction among teachers with different backgrounds. 5.To analyze the relationship between job stress and satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 6.To propose suggestions, based upon the research findings of this study, useful for the reform of related educational policies in the future. The questionnaire survey was conducted through the stratified random sampling method, In total, 389 teachers with administrative post in primary schools of New Taipei City were chosen as the samples of the survey, 353 valid questionnaires (about 90.7% response rate) were analyzed. The conclusions of this study can be summarized as follows: 1. The majority of teachers with administrative positions in primary schools in New Taipei City are female, with Master’s degree, and take their offices no longer than 5 years. 2.The job stress felt by teachers with administrative post is medium, while the highest pressure of their job stress is in the dimension of the administrative workload. 3.The job satisfaction of teachers with administrative post is medium, while the “interpersonal interaction” is their most satisfied dimension. 4. The job stress of teachers varied significantly in terms of their ages. 5. From the dimension as a whole, there is no significant differences in the job stress among teachers in terms of the gender, educational backgrounds, geographic districts, school size, years of teaching in the current schools they are serving, accumulated years of teaching, marital status, and whether they are the main financial supporters of their households. 6. From the dimension as a whole, the job satisfaction of teachers differs significantly, in terms of their ages, school size, administrative position, years of taking administrative position, marital status, and whether they are the main financial supporters of their households. 7. From the dimension as a whole, there are no significantly differences in the job satisfaction of teachers, in terms of their gender, educational backgrounds, geographic districts, years of teaching in the current schools they served, and their accumulated years of teaching. 8. In some individual indicators or items, significant differences are found in the job stress and job satisfaction of teachers, respectively . 9. There is a negative correlation between job stress and satisfaction of teachers.
Tlhapi, Petrus Makganye. "Management of discipline in a post corporal punishment environment : case study of primary schools in the informal settlements in the North West Province." Thesis, 2015. http://hdl.handle.net/10500/20689.
Full textEducational Leadership and Management
D. Ed. (Education Management)
Gumede, Knightingale Siphelele. "Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools." Thesis, 2011. http://hdl.handle.net/10413/7450.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.
Kortjass, Dimakatso. "A post-graduate certification in education (PGCE) programme as preparation for Foundation Phase teachers : the experience of novice teachers in KwaZulu-Natal primary schools." Thesis, 2012. http://hdl.handle.net/10413/9121.
Full textTheses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
Ching-Ling, Liu, and 劉靜鈴. "The process of post-bachelor primary school teachers’ professional socialization." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74920997477237620009.
Full text國立嘉義大學
國民教育研究所
95
The process of post-bachelor primary school teachers’ professional socialization Liu Ching-Ling Graduate Institute of Elementary Secondary Education National Chiayi University Abstract This research uses Qualitative Inquiry Methodology and gathers all the information by interviewing. Recall the interviewers’ personal experience and analyze the related materials. This research helps us to understand the process of post-bachelor primary school teachers’ professional socialization. The interviewers are one male teacher and four female teachers. The aims of this research are to: (1) analyze teacher professional ability (2) analyze post-bachelor primary school teacher professional socialization before they entered the teacher-cultivating institutions. (3) analyze post-bachelor primary school teacher professional socialization in the teacher-cultivating institutions. (4) analyze post-bachelor primary school teacher professional socialization when they are doing teaching-related jobs. The results: 1. The experience of post-bachelor teachers before they entered the teacher-cultivating institutions helps teacher professional socialization. (1)The experience in the college period is positive to post-bachelor primary school teacher professional socialization. (2)Working experience increases post-bachelor primary school teachers’ professional abilities. (3)The motivation of being a teacher enhances the willingness of post-bachelor primary school teachers to go further study in their professional fields. 2. The process of teacher professional socialization in the teacher-cultivating institutions is positive and helpful to post-bachelor primary school teachers. 3. The teacher professional socialization in working periods is a direct and continuous process, but it will have positive or negative influence from the surroundings. Keywords:Post-bachelor primary school Teacher, Teacher Professional Socialization, Teachers’ Professional Competency
Lin, Ting-Ting, and 林亭廷. "Post-Occupancy Evaluation of the Clustered Classrooms Space Planning in Primary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/90999954523660000199.
Full text國立臺灣大學
土木工程學研究所
89
A new chance of the transformation of school buildings was created, which followed the educational revolution. The planning of the teaching area in the primary schools has been transformed from isolated and normal classroom style to multiple classrooms, which form a group called ‘clustered classrooms’. For the new space style of the late constructed school buildings, this study adopts the method called ‘post-occupancy evaluation’ (P.O.E) to examine the real situation and the effects of the clustered classrooms on teaching. We wish to know about the effects using the clustered classrooms, and to study the recorded results to check out what item is worthy to be adopted and what topic is necessary to be improved. Furthermore, we proceed the advanced research and analysis in the relevant topics of the clustered classrooms. We apply many methods in order to integrate the quantitative and qualitative methods, which estimate and present the fact of clustered classrooms in a deeper and more precise way. Through our research, we make some conclusions and propose some suggestions to the educational bureaus, school preparatory offices, architects, school managers and users as following: Conclusions 1.Clustered classroom is a self-sufficient space with various functions of living and teaching activities. 2.Multipurpose learning space is good for the teaching supplements, the extracurricular activities and the living education. 3.The arrangement of the multipurpose space is closely related to the way of its utilization. Suggestions 1.The scale of a clustered classroom is better to be limited within two to four classrooms, such that it provides enough space and to reduce the interference. 2.A good use of mobile boards, and an adjustment of course content and teaching methods can reduce the generation of interference inside the clustered classroom. 3.The present and the future new-typed schools should be evaluated periodically, which can help us to discover the problems and deal with them earlier.
陳建旭. "A case study of school building Post-occupancy Evaluation for Hsinchu County Hsing Lung Primary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/92553097358766327618.
Full text國立新竹教育大學
教育與學習科技學系教育行政碩士在職專班
104
The purpose of this study is to explore the Post- occupancy Evaluation of school building of Hsing Lung Primary School in Hsinchu County. The status which including user satisfaction , the efficency of teaching and the space usage condition within middle and high graders ,teachers, staff and partial parents. The study propose findings and suggestions for the future use and improvement. After recovering the questionnaires from 330 students and 77 teachers and staff, the data obtained underwent statistical analysis and processing using mean, standard deviation, t-test, one-way ANOVA analysis, Pearson’s product-moment correlation analysis.We compare the user satisfaction , the efficency of teaching and the space usage condition within students in different genders,grade and in using of different level of the building. We also compare the user satisfaction , the efficency of teaching and the space usage condition within teachers and staff in different gender, position,age,seniority,the level of education and teaching different graders. Generalized conclusions: 1. The satisfaction of students, teachers and staff show medium-high degree . The teachers and students are satified with the classroom of school building. 2. Teachers and students show medium- high degree of efficency of teaching. They think the classrooms are the most useful stucture. 3. Teachers and students show high level of using rate on the structures of scool building. Among these structures that teachers and students using the most is auxiliary facility. 4. It shows higher degree of user satisfaction, the efficiency of teaching and using rate in students in middle level, middle graders and female students. 5. Staff and male trachers show higher degree in user satifaction. 6. The male teachers show higher consciousness in efficiency of teaching. 7. 36 to 40 year old teachers and staff, teachers with administrative work and teachers that teach high graders show high degree in using rate of school building. 8. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within students of Hsing Lung Primary School. 9. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within teachers and staff of Hsing Lung Primary School. 10. There were suggestions to the Post-occupancy Evaluation of school building from students, teachers, staff and interviewers. According to the findings and conclusions of the study, the suggestions were as followed: 1. To the authority of education: choose and plan the land of newly-built school. Prepare abundant budget. Important instuction engineering should be planned as a whole by county government. Recruit students after the school was completed. Choose the architect with educational philosophy and school-building experiences. 2. To architect: give suggestions about funds, qulity and progress of work. 3. To school: Invite users to participate in the plan of school building. Communicate and coordinate with professional staff. Set up a management system of using. Develop school-based curriculum and improve school building. 4. To the follow-up study: give suggestions on the scope of investigation, content, methodology and objects of study.
Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
Full textEnglish Studies
D. Litt. et Phil. (English)
TASI, ANDY, and 蔡東霖. "Studying to disciplining the relevant attitudes of the legal liability of the behavior of present post teacher of primary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/10324117041346277341.
Full text國立臺北教育大學
社會科教育學系碩士班
96
Abstract: This main purpose of research lies in understanding the present post teacher of primary school is to relevant attitudes disciplining the legal liability of the behavior, and probe into the campus and discipline the equalization point between the behavior and student's human rights, and then offer the reference while carrying on the behavior of disciplining within legal norm to a grade teacher. The purpose of this research is as follows: First, understand teacher's cognitive situation to behavior of disciplining of present post of primary school. Second, understand primary school behavior of disciplining, present post of and different background become with environment grade teacher their of item discipline difference situation of the behavior. Third, probe into teacher's cognitive situation to the legal liability which disciplines the behavior of present post of primary school. Fourth, sum up the result of study in order to propose the suggestion, offer the reference while solving relevant problems to a grade teacher. Research this is it let with grade taking the post as teacher methodding to take questionnaire investigation to public national primary school director, group leader, department, Taipei of city to plan, in order to understand the present post teacher of primary school is to relevant attitudes disciplining the legal liability of the behavior. In order to reach the purpose of studying, carry on research with the investigation method of the questionnaire Respondent, questionnaire of research, this let with magnitude taking the post as teachering as mother colony with public national primary school director, group leader, department, Taipei of city. The method to take ' divide one layer of random samplings ', send out 689 questionnaires altogether, retrieve 456 questionnaires, 66% of rate of recovery. Analysis adopts the number of times to assign, describing statistics, independent sample t are assayed, the single factor make a variation and count statistical method of analysing etc.. Discover synthetically, sum up the conclusion as follows: First, most teachers agree to the content that parents and student have rights that know ' coaches and disciplines student's method '. Second, most teachers will accord with the regulation that ' a teacher coach and discipline student's method ' to discipline students. Third, most teachers are before disciplining students, will ask the reason of the clear thing in advance; Most teachers will tell the practice which deviation behaviors clearly students can be punished; If students have deviation behaviors to appear, most teachers will notify parents and communicate to discipline the way. Fourth, while dealing with students and making mistake once in a while, most teachers choose to admit the fault with the attitude that forgive. When students just make the little fault, most teachers will replace the behavior of disciplining by way of advising. Fifth, before disciplining students, most teachers will consider such factors of various fields as students' behavior motive, age, family background, physical and psychological state,etc.. Sixth, school environment become item discipline of great impact attitude of civil liability of behavior to teacher. Seventh, school environment become item discipline of great impact attitude of civil liability of behavior to teacher. Eighth, discipline to teacher behavior it is be ' improper to discipline ' to become after ' proportion principle ' or ' discipline illegally ' criterion not important. Key word: Discipline the behavior, legal liability
Lee, Der-cheng, and 李德正. "A study on the effects of post class learning sheetwith “How to solve problem” learning in the fifth graders of primary school." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/32568551894923465755.
Full text國立臺南大學
應用數學研究所碩士班
99
This research discusses the influence of post class learning sheet with “How to solve problem” learning in the fifth graders of primary school . The researcher develops the post class learning sheets teaching materials. A test on problem solving ability was held after “how to solve problem” teaching activities. This research is based on experimental research with the 5-th grade students. The experimental group is with the post class learning sheet and the control group is with the traditional teaching. Data of quality includes “post class learning sheet” , “teaching diary” and “interview record” Data of quantity includes score of “how to solve problem ability” examinations. The results are as follows. 1. Post class learning sheet with “How to solve problem” is helpful for students learning. 2. The reserved effect of the experimental group is better than that of the control group. 3.Through post class learning sheet with “How to solve problem”, students can establish their concept construction themselves. Therefore their interest in mathematics was increased and their problem-solving ability was promoted.
Jian, Ming-huei, and 簡名卉. "The Research of the Relationship among Work Motivation, Organizational Commitment, and Administrative Efficiency of Kaohsiung City Primary School Teachers with Part-time Executive Post." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86478095226275996430.
Full text國立屏東教育大學
教育行政研究所
99
This research aims to examine and verify the relationship among work motivation, organizational commitment, and administrative efficiency of primary school teachers with part-time Executive post. Mainly, I used the “investigation research method” and edited“primary school teachers '' work motivation, organizational commitment, and administrative efficiency questionnaire” for Kaohsiung City primary school teachers who serve in the Executive post concurrently. I issued 626 questionnaires based on the stratified random sampling method, and 555 questionnaires were returned with 522 questionnaires valid. The return rate was 88.66%, and the validity rate was 83.39%. This research adopts t-Tests, Single Factor Analysis of Variance, Product Moment Correlation, and Multiple Regression Analysis, etc. to verify the assumptions. There are hereby seven research conclusions: 1. Primary school teachers with part-time Executive post have active and initiative work motivation, high degree of recognition on organizational commitment, and good administrative efficiency in general. 2. Male teachers have higher work motivation, organizational commitment and administrative efficiency. 3. Teachers as part-time Director have higher work motivation, organizational commitment and administrative efficiency. 4. Schools with over 49 classes have higher work motivation, organizational commitment and administrative efficiency. 5. Work motivation, organizational commitment, and administrative efficiency are closely related, and work motivation helps improve organizational commitment and administrative efficiency. 6. Both organizational identification and hard-working wish can improve administrative efficiency, but organizational identification has the more influence. 7. Work motivation through organizational commitment can enhance administrative efficiency much more. Finally, this research has provided suggestions to educational administration, school management, administrative staff, and future research based on findings and conclusions.
Yang, Hui-Fen, and 楊蕙芬. "The Legal System and Control Policy of the Private School in Taiwan During Early Post-War Period(1945-1974)- A Case Study of the YanPing High School and the Taipei Fuhsing Primary and Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83916274677175359632.
Full text國立臺北教育大學
文教法律研究所
100
In this paper, to Taiwan's experience in the legal history of the study point to explore Taiwan's post-war order in private schools since the implementation of this land during the period, showing how changes in private law and development, and in 1945-1974 the scope of the study , called the "pre-war." In addition to the period of the evolution of private law, but also focus on social and education policy analysis of the surface, and revival of private schools and private schools Yanping the case, for example, to study this period of government control of private schools and the means of policy and attitude . The history of private law in Taiwan, Yi Yi a small part of this article, is back with experience in this land of Taiwan during the Japanese occupation rule of law and government regulation of private schools, private schools, and the Republican era of China's legal system and government control profile, then the post-war observed with the previous installments: first, the early post-war changes in private law period (1945 -1949), the receiver of the early postwar period, after the Kuomintang, the Chinese education and authoritarian system, Taiwan's rule of law in private schools showing how the government under the control of the face, and to die a natural death caused by the February 28 Incident, the process of establishing the whole story Yanping College, and the White Terror under the treatment of Yanping teachers and students, for example, comparing the same period to establish the evolution of renaissance kindergarten, private control of the government's policies and attitudes. Second, under the system of private law is the development of authoritarian period (1949-1954 years), to explore the authoritarian system of government control of private schools, then with the revival of primary school Yanping up look at the history of the government's regulatory policies and attitudes, to be analyzed research. Third, is a private school regulations transformation period (1954-1974), the rules and regulations of private schools transformed into a private method of the process, review the policy and attitude toward government regulation changes and adjustments, and research and rehabilitation of primary and secondary schools in Yanping this period is not the same as presented in the face. This paper argues that the early post-war government of Taiwan for private monitoring tools presented by the regulations for private schools can not be solved for the endless stream of drawbacks, quite complete legal system, coupled with stringent government regulation means, tend to have too much administrative discretion of the phenomenon, from the research cases, the development of two schools, school history can be seen, the early post-war focus is not on the government for the legal aspects of private provision, but education policy and political considerations, is to suppress the development of the private key. 228 Incident was closed because of the people of Taiwan's first private university night Yanping College, forced all the way down the school, from college, up to secondary school, education policy, the political considerations about the two private schools of evolution. Revival of primary and secondary schools all the way from kindergarten, primary and secondary school, running up the process, also confirmed the government in control of private schools have an alternative for the control of attitude. Of course, for this period of history, we can to those in power at the objective conditions and the understanding of the imagination, for this process to give an appropriate value of today's evaluation to the core facts of history, this article focuses on the historical facts in addition to the to explore the outside, with a critical perspective, looking at private schools for legal and regulatory policies should be given the history of evaluation, looking through the history of flood, the collapse of the authoritarian system, breaking the barriers of regulatory policies, Taiwan's private schools have a broader development the sky.