Дисертації з теми "Educational institutes- Management aspects"
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Vernersson, Josef, and Al-Kilani Samer Zaid. "Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.
Повний текст джерелаAl-Arifi, Mohammed Abrahem Saad. "Managerial decision-making : subordinate-managers' participation in management decisions in the Saudi security educational institutes and centres." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31103.
Повний текст джерелаVann, Rose Virginia. "A study of the relationship between the preference of conflict management styles, demographics, and selected characteristics of vice presidents of technical institutes in the state of Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/1472.
Повний текст джерелаTratnik, Monika. "A comparative analysis of selected aspects of educational change : Slovenia and England." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019209/.
Повний текст джерелаWhitehead, Kevin D. "Historical Analysis of Leadership Theory in the Church of Jesus Christ of Latter-Day Saints and Its Educational System." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7186.
Повний текст джерела薛兆枝 and Siu-chi Simon Sit. "The implementation of school-based management in Hong Kong: issues, processes and politics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31966974.
Повний текст джерелаStettler, Stephanie L. "Sustainable Event Management of Music Festivals: An Event Organizer Perspective." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/257.
Повний текст джерелаFloro, Elisângela Ferreira [UNESP]. "Gerencialismo educacional e precarização do trabalho docente no Instituto Federal de Educação, Ciência e Tecnologia do Ceará." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/141910.
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A Lei n. 11892/2008 criou os Institutos de Educação, Ciência e Tecnologia (IF’s) a partir da fusão dos CEFET’s, das Escolas Agrotécnicas Federais e das Escolas vinculadas às universidades. As Escolas Agrotécnicas e os CEFET’s eram especializados (salvo algumas experiências com o ensino tecnológico) na oferta de educação profissional técnica de nível médio. Contudo, a Lei que os criou, imputou-lhes a responsabilidade de atuar em todos os níveis de ensino (desde o fundamental até a pós-graduação), como forma de ampliar o número de vagas com menor custo, maximizando o aproveitamento dos recursos estruturais e humanos já existentes. Os docentes tradicionalmente habituados a trabalhar com educação profissional de nível médio se viram impelidos a atuar em vários níveis de ensino e a desenvolver extensão e pesquisa em moldes similares aos praticados nas universidades. Diante da realidade, o Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) acionou um intenso processo de gerencialismo educacional para regular o trabalho docente, a fim de comprometê-los com as metas da missão institucional, fato que afetou diretamente as condições de trabalho dos docentes que atuam na rede federal de ensino. Em virtude desta situação, esta pesquisa visou investigar se as mudanças na estrutura gerencial do IFCE estão ocasionando gradual intensificação e precarização do trabalho docente. O universo da pesquisa foi composto pelos três campi mais antigos do IFCE, onde realizamos observações diretas e coleta de dados de fontes bibliográficas primárias (tais como a legislação educacional e os documentos internos do IFCE). Realizamos entrevistas com um membro da equipe técnico-pedagógica e/ou dos Recursos Humanos, a fim de averiguar os motivos que conduziram às reformas internas do IFCE e complementamos estas informações com a realização de entrevistas e questionários aplicados a 10% dos docentes de cada campi observado. A partir das entrevistas e dos questionários, constatamos que os impactos do gerencialismo educacional não atingem o conjunto dos docentes da mesma forma, levando uma parcela dos profissionais a considerar que a intensificação do trabalho e a perda da autonomia são problemas isolados, que devem ser resolvidos individualmente. Além disto, a reestruturação da carreira não aumentou o staus profissional dos docentes da EBTT, que ainda são vistos como profissionais mais ligados ao pragmatismo da área técnica e tecnológica do que a profissionais vinculados à área acadêmica. No entanto, os docentes são cobrados pelos sistemas de avaliação a desempenhar trabalhos bastante similares aos docentes das universidades, contribuindo para precarizar ainda mais suas condições de trabalho devido à intensificação de atribuições.
The Brazilian Law n. 11892/2008 created The Institutos de Educação, Ciência e Tecnologia (IF’s)* since the fusion of CEFET's, Escolas Agrotécnicas Federais** and some schools which are bonded to universities. The Escolas Agrotécnicas and the CEFET's were specialized (but not at some experiences with the technological education) in the technical professional high school education offering. However, the law that created them, imputed them the responsibility to behave on all levels of education (from the elementary grades to post graduation) as a way to increase the number of vacancies at a lower cost, maximizing the use of structural and human resources that already exist there. The teachers who are traditionally used to working with high school professional education found themselves compelled to act in various levels of education and to develop researches and extension activities on similar manners to those ones which are practiced in universities. On reality, the Instituto Federal de Educação, Ciência e Tecnologia do Ceará*** (IFCE) started up an intense process of educational management to regulate the labor of teaching, in order to commit them to the goals of the institutional mission, it is a fact that it directly affected the job conditions of teachers that work in the federal educational system. Because of this situation, this study is aimed to investigate whether the changes in the management structure of the IFCE is causing a gradual intensification and precariousness of teaching. The scope of this research is composed of the three oldest campi of the IFCE, where we performed direct observations, data collection and the analysis of primary bibliographic sources (such as the national educational legislation and the internal documents of the IFCE). We interviewed a member of the technical-pedagogical and/or Human Resources staff, aiming to check out the purposes which led to the internal changes with the IFCE, and we complemented those informations with the acquirement of interviews and questionnaires applied to 10% of the teachers from each observed campi. Since the interviews and questionnaires, we found out that the impact of the educational managerialism does not reach all the teachers in the same way, taking a portion of the professionals to consider that the intensification of work and loss of autonomy are isolated problems that must be solved individually. Besides, the Career's restructuring did not increase the professional status of the EBTT teachers who are still seen as professionals more associated with the technical and technological pragmatism than the professionals related to the academic field. However, teachers are charged for evaluation systems to perform very similar work to teachers of universities, and this fact contributes to turn the working conditions more precarious due to the assignments's intensification.
Woodman, Richard. "Values in educational administration : a critique of aspects of the writings of Christopher Hodgkinson, and an opinion of their usefulness and applicability for school administrators /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00000939.
Повний текст джерелаLongshore, Renee Michelle. "The rhetoric of state assessment: Educational politics in the public school system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2721.
Повний текст джерелаNunes, Widglan Barbosa de Sousa. "Capital social e o programa mulheres mil no âmbito do instituto federal de educação, ciência e tecnologia do Maranhão / campus Imperatriz (MA)." Universidade de Taubaté, 2016. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=875.
Повний текст джерелаThe Mulheres Mil Program aims to promote social inclusion and to improve the quality of life of women in situations of social vulnerability, by offering training in vocational education, enabling improvements in the quality of workmanship and potentially influencing the students in improvement of life for their families and their communities. The purpose of this study is to present the social results of Mulheres Mil Program under the Federal Institute of Education, Science and Technology Campus of Imperatriz in state of Maranhão. The overall objective of the research is to ascertain the social capital as well as the integration into the labor market and the perception of benefits by the former students of Mulheres Mil Program under the Federal Institute of Education, Science and Technology of Maranhão / Campus Imperatriz. The type of research will be descriptive with qualitative approach and are used as the design of the data collection with questionnaires. The sample consists of 134 former students. of Maid courses and Construction / Finishing and Painting period 2013 to 2014 the Thousand Women Program of the Federal Institute of Maranhão Campus Imperatriz. The instruments used for research were the questionnaires Sample Identification; Integrated Questionnaire for Measuring Social Capita World Bank and questionnaire to the graduates students of the Thousand Women Program. The processing of the data obtained and analyzed was performed using Microsoft Excel Office suite (2013) and the Statistical Package of Social of Science (SPSS) used to analyze the correlation between the data with the statistical test Chi-square, as well performing the Cronbachs alpha test for reliability analysis of the data. The characterization of demographic data showed a group of women with a predominance in adulthood, married with most informal employment and low education. The results of the questionnaire on the social capital found that the vast majority attend at least one group, mainly religious, presented small circle of friends, living with a certain distrust in people, large membership in collective action but infrequently, women feel very insecure with regard to violence and even with that adversity can feel happy, with high confidence especially after the completion of the course. The results of the questionnaire on the Women Program Thousand prevailed that the program has changed their lives for the better, both personally and professionally, although they have a troubled family environment, had family support, Program courses have left the most knowledgeable women of their rights with more confidence to work, is consequent an improvement in earnings, although most still work at home or close sales, household chores, small service.
Sarwani, Markhaini Wati. "The knowledge and perspectives about educational management information system (EMIS/SMPP) of decision-makers in the Malaysian Ministry of Education (MMOE) : an inquiry into the implementation of an EMIS." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2660/.
Повний текст джерелаKwecko, Fabio Rios. "Os desafios do diálogo entre autoavaliação institucional e gestão estratégica do IFRS - Campus Rio Grande." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6460.
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Esta pesquisa versa sobre a relação entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS). A autoavaliação institucional é um processo implementado nas Instituições de Ensino Superior (IES) com a finalidade de construir o conhecimento sobre si mesmas, buscando compreender os significados de suas atividades e, assim, auxiliar os processos de tomada de decisão que estabelecem estratégias para melhorar a qualidade educativa. No mesmo sentido, a gestão estratégica é um processo que se utiliza de técnicas para estabelecer estratégias de apoio aos gestores no direcionamento de recursos e esforços organizacionais para o cumprimento da missão, metas e objetivos institucionais. Este estudo teve como objetivo verificar se os resultados da autoavaliação institucional estão sendo considerados como elementos de apoio ao processo de tomada de decisão estratégica do campus Rio Grande, e em que medida as estratégias escolhidas pelo campus Rio Grande procuram atender às dimensões avaliadas e às sugestões apontadas pela autoavaliação institucional. Para o desenvolvimento da investigação, optou-se por uma pesquisa predominantemente qualitativa, empregando-se o método de estudo de caso, e com os dados sendo coletados por meio de pesquisa documental, entrevistas semiestruturadas no segmento gestores e questionários nos segmento não-gestores. Entre outros aspectos, os resultados identificaram a valorização da autoavaliação institucional como uma importante ferramenta de gestão educacional pela comunidade acadêmica, mas revelaram um tímido aproveitamento dos resultados da autoavaliação institucional na tomada de decisão dos gestores, situação atestada pela baixa incorporação dos resultados da autoavaliação institucional no planejamento estratégico do Campus Rio Grande. Ao final, apresentamos um conjunto de proposições capazes de contribuir com a melhoria, coerência e aderência entre a autoavaliação institucional e a gestão estratégica no campus Rio Grande.
This research deals with the relationship between institutional self-assessment and strategic management at the Rio Grande campus of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). Institutional self-assessment is a process implemented in Higher Education Institutions (IES) with the purpose of building knowledge about themselves, seeking to understand the meanings of their activities and, thus, assist the decision-making processes that establish strategies to improve the educational quality. In the same sense, strategic management is a process that uses techniques to establish strategies to support managers in the allocation of resources and organizational efforts to fulfill the mission, goals and institutional objectives. The purpose of this study was to verify if the results of the institutional self-assessment are being considered as elements of support for the strategic decision-making process of the Rio Grande campus, and to what extent the strategies chosen by the Rio Grande campus seek to meet the assessed dimensions and the suggestions from the institutional self-assessment. For the development of the research, a predominantly qualitative research was chosen, using the case study method, and with the data being collected through documentary research, semi-structured interviews in the segment of managers and questionnaires in the non-manager segment. Among other aspects, the results showed the valuation of institutional self-assessment as an important educational management tool by the academic community, but revealed a timid use of the results of institutional self-assessment in the decision-making of managers, a situation confirmed by the low incorporation of the results of institutional self assessment in the strategic planning of the Rio Grande Campus. At the end, we present a set of propositions capable of contributing to the improvement, coherence and adherence between institutional self-assessment and strategic management at the Rio Grande campus.
Cheng, Kit-yan Ruby, and 鄭潔茵. "Nuclear emergency preparedness model based on Daya Bay Nuclear Power stations for educational purposes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36168464.
Повний текст джерелаRodrigues, Luciana da Luz. "Educação e responsabilidade social: um estudo aplicado no Instituto de Ensino Superior do Sul do Maranhão IESMA/UNISULMA." Universidade de Taubaté, 2016. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=896.
Повний текст джерелаThe scenario in companies has been changing gradually, because of social, economic and cultural transformations outlined in the educational environment for teaching-learning process. In this context, the theme of this study deals with social responsibility and private higher education institutions in the city of Imperatriz (MA). These institutions of university extension activities, seeking to meet the front community needs public policies, establishing a relationship with the teaching mainly towards offering shares to its surroundings, in favor of social development. The proposal was to study the projects and developed outreach programs and implemented by the Institute of Higher Education South of Maranhão, IESMA / UNISULMA, given the parameters of the National Extension Plan (2011/2020) as social responsibility indicative because historically, university extension is considered an activity of lesser academic value, although legal achievements towards assimilation with the areas of teaching and research. Given this finding, it is proposed in this research, evaluate the opinion of the students participating in the University Extension on the relevance of this academic activity in their training, that is, verify that it contributes, in fact, for their training. It also presents an analytical study of the importance of the theories applied in the classroom with the practices of scholars in the design, development and implementation of outreach activities, promoting mutual development with society. The objective of this work is to identify and compare the projects developed by the Higher Education Institution (HEI) with pNext guidelines, pointing out the possible social responsibility indicative presented in their social activities. The research, quantitative, has descriptive, documentary character, with field study. The instrument used for data collection is the questionnaire, directed to students and teachers of IESMA / UNISULMA, which enabled us to verify the work carried out in the city concerning the above subject, in addition to providing information about two important variables: the satisfaction and knowledge of interviewed in relation to social responsibility projects. The results show the importance of the social role of higher education institutions. Understand the changes and development opportunities generated by the implementation of social projects, executed by social responsibility activities that provide a link between the university and society, internally and externally.
Krebs, Josiane Roberta. "O protagonismo da gestão educacional na efetivação da inclusão de estudantes surdos nos institutos federais de educação, ciência e tecnologia." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6015.
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O objetivo desse estudo foi analisar como estão estruturados os processos de gestão relacionados à acessibilidade e à inclusão dos estudantes surdos no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) e no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IFSC), considerando os fatores de acesso, permanência e êxito destes estudantes, para que com os resultados da análise pudessem ser propostas melhorias no intuito de viabilizar a efetiva acessibilidade e inclusão dos estudantes surdos, estendendo a possibilidade para todos os Institutos Federais (IFs). A metodologia adotada foi o estudo de caso, considerando casos múltiplos, e o levantamento de dados foi dividido em duas etapas. Na primeira, foi realizada a análise documental, considerando a legislação e os documentos normativos institucionais do IFRS e do IFSC relacionados à acessibilidade e à inclusão. Na segunda, foram entrevistados estudantes surdos, tradutores/intérpretes de Libras, professores e gestores, totalizando quatorze participantes, os dados obtidos foram sistematizados possibilitando a análise de conteúdo e o mapeamento dos processos de gestão. Os principais resultados indicam o compromisso dos IFs em viabilizar a acessibilidade e a inclusão dos estudantes surdos, sendo identificados no mapeamento dos processos ações voltadas à divulgação institucional, ao ingresso e à permanência dos estudantes surdos, no entanto, ainda são ações isoladas e pontuais. Com relação às necessidades dos estudantes surdos foi percebida a importância do reconhecimento e da aceitação de suas diferenças culturais e linguísticas que se resumem principalmente nas formas de comunicação e na utilização da Libras. O estudo conclui que para viabilizar a acessibilidade e a inclusão dos estudantes surdos os processos de gestão devem estar relacionados as etapas de institucionalização de diretrizes voltadas à acessibilidade e à inclusão, do ingresso, da permanência, do êxito e da inclusão do egresso surdo no mundo do trabalho e na sociedade, sendo todas essas etapas perpassadas pelos princípios do acesso, do respeito, da formação e do compromisso social dos IFs. A partir das conclusões foram propostos novos processos de gestão que se configuram como proposta de intervenção resultante deste estudo.
The purpose of this study was to analyze how management processes related to the accessibility and inclusion of deaf students are structured in the Instituto Federal Educação, Ciência e Tecnologia do Rio Grande do Sul (Federal Institute of Education, Science and Technology of Rio Grande do Sul - IFRS) and the Instituto Federal Educação, Ciência e Tecnologia de Santa Catarina (Federal Institute of Education, Science and Technology of Santa Catarina - IFSC), considering the factors of access, permanence and success of these students, so that with the results of the analysis could be proposed improvements in order to enable the effective accessibility and inclusion of deaf students, extending the possibility for all Federal Institutes of Education, Science and Technology (IFs). The methodology adopted was the study of case, considering multiple cases, and the data collection was divided into two stages. In the first stage, the documentary analysis was carried out, considering IFRS and IFSC institutional legislation and normative documents related to accessibility and inclusion. In the second stage, deaf students, translators / interpreters of Libras, teachers and managers, selected in a joint way between the two institutions were interviewed, in a total of fourteen participants. The data obtained were systematized, allowing content analysis and mapping of management processes. The main results indicate the commitment of the IFs to make possible the accessibility and inclusion of deaf students, being identified in the process mapping actions aimed at institutional disclosure, admission and permanence of deaf students, however, they are still isolated and punctual actions. Regarding the needs of deaf students was realized the importance of recognizing and accepting their cultural and linguistic differences, which are mainly summarized in the forms of communication and in the use of Libras. The study concludes that in order to make possible the accessibility and inclusion of deaf students, the management processes should be related to the stages of institutionalization of guidelines for accessibility and inclusion, access, permanence, success and inclusion of the deaf egress in the world Work and society, all of which are based on the principles of access, respect, formation and social commitment of IFs.
Kasokonya, Sinvula Martin. "An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004558.
Повний текст джерелаLück, Jacqueline Catherine. "Knowledge and knowing in the public management and public administration programmes at a comprehensive university." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013166.
Повний текст джерелаKraska, Beverly Rzeminski. "Cooperative Research Center Directors: Importance and Satisfaction of Factors in the Work Environment Related to Organizational Performance." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332179/.
Повний текст джерелаMaluk, Saib. "Students’ Use of IT to Solve Group-Oriented Educational Tasks within a Course : A study of IT Management Master Program at Umeå University." Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185871.
Повний текст джерелаIrvine, Margaret Hillian. "A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003360.
Повний текст джерелаPinheiro, Rafael Sanaiotte. "Gestão de portfólio de projetos tecnológicos : o caso das instituições brasileiras públicas de pesquisa." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7562.
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Institutions are still looking for effective and efficient practices of their portfolio project management (PPM). Similarly, public research laboratories (PRL) are also pursuing this practice. However, these have organizational and institutional factors that differentiate them from private companies. In this way, through a literature review and case studies, developed a theoretical framework to identify and represent the organizational and institutional influence factors in practices and processes of PPM inside Brazilian public research institutions. Based on the five cases realized (a University, an institution with ties to state-owned company and three research institutions linked to Brazilian Government ministries) was able to evaluate the five factors: organizational aspects, institutional environment, identification, selection and priorization of opportunities, administration of resources and development of partnerships. It could be listed as findings of this thesis: the low adoption of PPM practices in national research institutions, the influence of public policy in the development of research activities of these institutions, and the need for a better development of managerial practices of administrative activities. Only two institutions studied have structured procedures to select, prioritize, track and monitor their projects portfolios.
Muitas instituições ainda buscam práticas eficazes e eficientes para o gerenciamento de seus portfólios de projetos. Essa busca não é diferente para os laboratórios públicos de pesquisa. Porém estes apresentam características institucionais e organizacionais que os diferenciam das empresas privadas. Neste intuito esta tese, por meio de uma revisão da literatura e estudo de casos, desenvolveu um quadro teórico para identificar os fatores que influenciam na adoção de práticas de gestão de portfólio de projetos nas instituições brasileiras públicas de pesquisa. Com base nos cinco casos realizados (uma universidade, uma instituição com vínculo a empresa estatal e três instituições de pesquisa vinculadas a ministérios do governo brasileiro) foi possível analisar os cinco fatores: Aspectos Organizacionais, Ambiente Institucional, Identificação, Seleção e Priorização de Oportunidades, Administração dos Recursos e Desenvolvimento de Parcerias. Podem ser listados como constatações do trabalho: a pouca adoção de práticas de gestão de portfólio de projetos nas instituições de pesquisa nacionais, a influência de políticas públicas no desenvolvimento das atividades de pesquisas destas instituições e a necessidade de um melhor desenvolvimento de práticas gerenciais administrativas das atividades realizadas. Apenas duas instituições estudadas possuem procedimentos estruturados para selecionar, priorizar, controlar e monitorar seus portfólios de projetos.
Pacheco, Reinaldo Tadeu Boscolo. "O espetáculo da educação: os centros educacionais unificados do município de São Paulo como espaços públicos de lazer." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09092009-163829/.
Повний текст джерелаSão Paulo presents itself as a global, peripheral capitalistic city, where contradictions in the distribution of wealth, access to social rights and appropriation of the urban space are evident. By analyzing the role of the State in contemporary society, we have sought to assess the scope and meaning of the educational policies that were implemented by building the so-called Unified Educational Centers (Centros Educacionais Unificados, CEUs), large complexes that provide formal educational services for children and youth day-care centers, elementary and secondary schools, continuing education opportunities for youth and adults , as well as access to cultural, sports and leisure activities. We investigated the working dynamics of these units in an attempt to understand how the offering of additional educational opportunities, over and above formal schooling, changes the ways public equipment and resources are managed and organized. We carried out observation assignments, especially on weekends, in two units, in different neighborhoods, and made sporadic visits to three other units. By analyzing documents and interviewing current and former principals and school officials, coordinators of the educational, cultural, sports and leisure departments, teachers, service providers and community leaderships (25 individuals overall), we were able to raise a series of recurring issues that imply a need to revise how this type of educational complex is managed. A study of the Unified Educational Centers positively establishes a spectacularization of educational policy that uses urban reform and the offering of leisure to the population as attempts to rationalize this kind of intervention. Pork barrel policies, a historical trait of Brazilian political culture, flourished during the administration of mayor Marta Suplicy (2001-2004), grew vigorously in the subsequent administration, Serra-Kassab (2005-2008), and benefited from the creation of approximately 13 commissioned administrative jobs in each CEU. There is no democratic debate and no control by local organizations of the services provided by the CEUs to the population. The State, understood as the political structure that composes capitals social metabolic order, is powerless to prevent inequality and forms of social segregation. Therefore, the States educational policies have been incapable of offering opportunities to build up equality. This new educational architecture is a grand spectacle offered to the population that does not significantly alter the quality of municipal schools. It has been observed that this type of intervention, by incorporating leisure into education, contributes to a misrepresentation of cultural, sports and especially leisure activities as educational possibilities, inasmuch as these large complexes imply enormous social costs vis-à-vis what they offer in terms of non-formal education. In this sense, educational policy, by treating education itself as a spectacle, makes use of leisure as its noblest and dearest prop.
Wong, Mei Ling Emily. "Insights into the social ecology of information and communication technology (ICT) implementation in schools a quantitative approach /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3251841.
Повний текст джерелаNtoatsabone, Maleshoane Jeanette. "How school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/169.
Повний текст джерелаThe purpose of this study was to: * Investigate how school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools. * Formulate recommendations, based on the findings of the study, for the design of programmes to develop school principals and heads of department so that they can proactively deal with HIV and AIDS. The method of research consists of an investigation in which a sample of thirty (30) primary schools at Botshabelo in the Free State Province was used. Questionnaires were distributed among the principals and heads of department. Descriptive statistics were used to describe the experiences and perceptions of the principals and heads of department towards understanding and responding to the impact of HIV and AIDS on educators. The empirical research was undertaken so as to gather information that could provide answers to the following research questions: * What is the impact and effect of HIV and AIDS on educators? * How can educators be assisted to cope with the impact that HIV and AIDS may have on their lives? * What impact do HIV and AIDS infected educators have on school management? The literature study showed that HIV and AIDS impact on education in various ways. It also indicated that the pandemic has a psychological-social impact on educators. Questionnaires revealed that most educators lose interest in their career. The study also revealed that HIV and AIDS education has not been extensively covered and standardised at the primary schools in Botshabelo. The findings derived from questionnaires provided several implications for planning, teaching and implementation of HIV and AIDS awareness programmes. Although the majority of the principals and heads of department believed that it is necessary to implement the HIV and AIDS policies in their schools, the results revealed that some are neglecting the implementation of HIV and AIDS policies. Lastly, the specific HIV and AIDS programmes should be co-ordinated by the Free State Department of Education in order to ensure that the support programmes achieve what they are intended to achieve. Principals and heads of department should be encouraged to take the lead in the fight against the impact of HIV and AIDS on education.
Ramovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.
Повний текст джерелаENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture.
AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
Cerni, Tom. "Information-processing and leadership in school principals : cognitive-experiential self theory and transformational leadership." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.
Повний текст джерелаChow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
Повний текст джерелаVan, Wyk Mirna F. "Emotional-social competencies that enhance wellness in teachers : an exploratory study /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1277.
Повний текст джерелаLombo, Mzimkhulu Solomon. "Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1015541.
Повний текст джерелаChauhan, Anurag Singh. "Branding of educational institutes." Thesis, 2018. http://eprint.iitd.ac.in:80//handle/2074/7979.
Повний текст джерелаЧернова, Тетяна Юріївна. "Розвиток професійної компетентності заступника директора з навчально-виробничої роботи у професійно-технічному навчальному закладі". Thesis, 2012. http://lib.iitta.gov.ua/8571/1/%D0%90%D0%B2%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20%D0%A7%D0%B5%D1%80%D0%BD%D0%BE%D0%B2%D0%B0%20%D0%A2.%20%D0%AE..pdf.
Повний текст джерелаПетренко, Лариса Михайлівна. "Теорія і методика розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів". Thesis, 2014. http://lib.iitta.gov.ua/8275/1/Petrenko_%D0%94%D0%98%D0%A1%D0%95%D0%A0%D0%A2%D0%90%D0%A6I%D0%AF.pdf.
Повний текст джерелаДиссертация на соискание ученой степени доктора педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – Институт профессионально-технического образования НАПН Украины, Киев, 2014. Диссертация посвящена актуальной проблеме развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. В диссертации обоснована авторская концепция развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, цель которой заключается в создании целостной, открытой, гибкой системы развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Система развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений состоит из взаимосвязанных компонентов (концепции, организации, выполнения), реализация которых отображает динамику этого процесса. Концепция – совокупность взглядов о развитии информационно-аналитической компетентности. Организация – цель и задания, принципы и научные подходы, диагностика уровней развития, отбор и структуризация содержания, разработка учебно-методического обеспечения, методики, критериев и параметров оценивания уровней развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Выполнение – создание организационно-педагогических условий, организация групп для развития информационно-аналитической компетентности с использованием электронных портфолио, выбор средств коммуникации. Определена структура информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, которая состоит из компонентов: когнитивного, функционального и личностно-ориентированного, каждый из которых является системой. Содержание данной компетентности определяется взаимодействием и интеграцией этих компонентов, социальным заказом, требованиями общества и государства к личности и профессиональной деятельности. Разработанная модель информационно-аналитической компетентности руководителей профессионально-технических учебных заведений отображает ее структуру и содержание, отображает целостность этого качества, позволяет разрабатывать дальнейшие сценарии ее развития, проектировать разные варианты реализации и содержит механизм оценивания развития ее компонентов. Определены критерии развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений (когнитивный, функциональный и личностно-ценностный), которые отображают связи между всеми ее компонентами как системы и раскрываются через качественные показатели. Определены организационно-педагогические условия развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений, разработана иерархическая модель, которая иллюстрирует наиболее значимые для первоочередного внедрения в систему методической работы областных учебно (научно)-методических центров ПТО. Разработана методика развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Она включает программу, состоящую из теоретического, практического и творческого модулей. Предложены традиционные формы организации занятий (лекции, конференции, научно-практические семинары, методические семинары, консультации) в сочетании с инновационными (симпозиум, открытая дискуссия, лаборатория, тренинг, воркшоп, онлайн-общение, электронный семинар, составление списка основных идей, связанных с темой занятия, схема-коллаж за материалами лекции, самостоятельной работы с информацией, электронный портфолио), методы (стади-кейс, проектирование), а также технологии: развития критического мышления, информационно-коммуникационные, электронный портфолио). Усовершенствовано содержание и формы методической работы: онлайн-консультирование, электронный семинар, skype-конференция; уточнено сущность понятий «информационно-аналитическая компетентность руководителей профессионально-технических учебных заведений» и «информационно-аналитическая деятельность руководителей профессионально-технических учебных заведений». Экспериментально проверена эффективность реализации концепции и внедрения системы развития информационно-аналитической компетентности руководителей профессионально-технических учебных заведений. Полученные результаты показали позитивную динамику развития всех компонентов данной компетентности участников эксперимента с учетом предложенных экспериментальных нововведений.
Thesis for a Doctoral Degree in Pedagogics in speciality 13.00.04 – theory and methodology of professional education. – Institute of Vocational Education of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2014. The thesis has examined and grounded the development of information and analytical competence by the heads of vocational schools as a system that reflects the dynamics of this process through realisation of its components: of concept, organization and performance. The methodology of information and analytical competence development of vocational school heads has been presented. It comprises module-based syllabus; traditional and innovative methods and technologies, the study guide «Information and Analytical Competence of Vocational Schools Heads: Algorithm of Efficiency» and the author’s blog «Vocational School Manager».
Петренко, Лариса Михайлівна. "Теорія і методика розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів". Thesis, 2014. http://lib.iitta.gov.ua/7634/1/%D0%9F%D0%B5%D1%82%D1%80%D0%B5%D0%BD%D0%BA%D0%BE_%D0%B0%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84.pdf.
Повний текст джерелаДисертація на здобуття наукового ступеня доктора педагогічних наук зі спеціальності 13.00.04 – теорія і методика професійної освіти. – Інститут професійно-технічної освіти НАПН України, Київ, 2014. У дисертаційному дослідженні визначено структуру, розкрито зміст та розроблено модель інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів. Автором розроблено та обґрунтовано систему розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів, яка відображає динаміку цього процесу через реалізацію компонентів: концепція, організація та виконання. Представлено методику розвитку інформаційно-аналітичної компетентності керівників професійно-технічних навчальних закладів, що включає: програму, розроблену на модульній основі; традиційні форми і методи навчання в поєднанні з інноваційними, а також інформаційно-комунікаційні технології; розроблений навчально-методичний посібник «Інформаційно-аналітична компетентність керівника професійно-технічного навчального закладу: алгоритми ефективної діяльності» та запропонований авторський блог «Керівник професійно-технічного навчального закладу».
Thesis for a Doctoral Degree in Pedagogics in speciality 13.00.04 – theory and methodology of professional education. – Institute of Vocational Education of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2014. The thesis has examined and grounded the development of information and analytical competence by the heads of vocational schools as a system that reflects the dynamics of this process through realisation of its components: of concept, organization and performance. The methodology of information and analytical competence development of vocational school heads has been presented. It comprises module-based syllabus; traditional and innovative methods and technologies, the study guide «Information and Analytical Competence of Vocational Schools Heads: Algorithm of Efficiency» and the author’s blog «Vocational School Manager».
Ramroop, Navitha. "A study of selected information technology systems on potential business units within departments in the M L Sultan Campus of the Durban Institute of Technology (DIT)." Thesis, 2003. http://hdl.handle.net/10321/1843.
Повний текст джерелаOver the last decade computer technology has impacted tremendously on the survival and productivity of organisations. In today's technologically advanced business environment, much emphasis is being placed on obtaining a competitive advantage through the use of computers - a commodity that has become available to almost everyone in an organisation. Increasing global competition and pressing social needs have impacted with such vigo~ that even tertiary institutions are now facing major financial constraints, thus forcing them to investigate alternative sources of income to maintain sustainability. Through the use of computer technology - searching, retrieving, sorting, producing and organising data efficiently and accurately - the belief is that many departments at the M L Sultan Campus of the Durban Institute of Technology can be converted into income-generating units that can be self-sustaining. There are many departments at the M L Sultan Campus with the relevant infrastructure and person-power to establish business units. These departments vary in the services that they provide, thus relevant information systems need to be aligned to future business units within these departments. This study focuses on a) investigating the impact of information technology and its systems on businesses; b) ensuring that information technology and its systems is looked at a~ a cost effective resource for maintaining a competitive edge and promoting business value. The interaction of business processes, people and technology will ensure successful planning and implementation of strategies within the potential business units; and c) recommending to selected departments the expected fmdings whereby they could choose to adopt these recommendations to transform themselves into business units in order to maintain a competitive edge for financial sustainability.
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Shih, Chih-Min. "Perceptions of the General English Proficiency Test and its washback : a case study at two Taiwan technological institutes /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442514&T=F.
Повний текст джерелаBlake, Gwen. "Stop re-inventing the wheel : management of learning resources in institutes of technology and polytechnics. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Computing, Unitec NZ /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1009&context=unitec_scit_di.
Повний текст джерелаWalters, Irma Elzette. "Self-knowledge for career management : an educational psychological model." Thesis, 2012. http://hdl.handle.net/10210/7697.
Повний текст джерелаThe goal of this study is to design a model that could guide and direct the educational psychologist in the facilitation of the client's self-knowledge for career management: The rationale of this study is based on the fact that previously the educational psychologist, as career counsellor, had to counsel within specific limiting boundaries. In terms of career counselling this meant that he simply guided the client to make the correct career choice. Career management was not considered by the educational psychologist as part and parcel of career counselling. The need for career management is reinforced by the view of the Gauteng Education Department that education in South Africa is seen as a process of lifelong education. Career counselling should therefore be conducted in such a way that it ensures lifelong dividends. Self-knowledge can be seen as the basis for career management. The educational psychologist should possess specific knowledge and skills in order to facilitate self-knowledge in such a way that a client is empowered to manage his own career in a changing career market. The main purpose of this study will therefore be: the, development and description of a model that could serve as a guide to the educational psychologist in the facilitation of a client's self-knovViedge in order to empower him to do career management. To be able to meet this goal the following sub-goals are set: the exploration and description of the concepts necessary for self-knowledge in order to do career management by means of a literature study; the generation of the provisional model; the evaluation and the refinement of the provisional model on the basis of recommendations made by the model development experts and peer group • the writing of a manual for educational psychologists regarding the operationalisation of the final model. The execution of the development of the model will be discussed in three phases. During phase one the model is developed and described by means of a literature research. The model is functional, therefore the survey list of Dickoff, James and Wiedenbach (1968:435), is used to identify and classify the concepts in the study. A concept analysis of the central concept "self-knowledge for career management" is performed and a theoretical definition is:formulated. During phase one the main concepts and their relationships to the central concept are described in the form of relational statements. These statements do not only highlight the relationship between the concepts, but also lay a sound foundation for the conceptual framework on which the provisional model "self-knowledge for career management" is based. During phase two the provisional model is evaluated and refined by model development experts and the peer group. According to the r,ecommendations and the relevant critique, the model is refined and the final model described. The final model describes the structure of the model, as well as the process to facilitate self-knowledge for career management. During phase three a manual is written on how to operationalise the model, which serves as a guideline to the educational psychologist.
Teleki, Chopo John. "Juridical aspects of teacher misconduct : a management perspective." Thesis, 2002. http://hdl.handle.net/2263/26734.
Повний текст джерела"Die bestuur van die organisasieklimaat aan 'n tegniese kollege." Thesis, 2014. http://hdl.handle.net/10210/12930.
Повний текст джерелаGolla, Anne Marie. "Household structure and economic outcomes: time use, employment, and educational attainment." Thesis, 2004. http://hdl.handle.net/2152/1202.
Повний текст джерела"To what extent is the deep enjoyment of flow experienced in primary classroom learning, and under what teaching and learning conditions might the deep enjoyment of flow be facilitated ?" University of Technology, Sydney. Faculty of Education, 2003. http://hdl.handle.net/2100/297.
Повний текст джерела"The effectiveness of an educational intervention on pain management and post-operative outcomes of Chinese patients with fracture limb." Thesis, 2009. http://library.cuhk.edu.hk/record=b6074725.
Повний текст джерелаBackground. Fracture limb and undergoing surgery is the common problem after injury. It is the most common source of pain and anxiety and research continues to demonstrate a high prevalence of unrelieved pain in injured patients who have undergone surgery. Patient's belief in pain is the major barrier in pain management. Strategies directed to have appropriate educational interventions are urgently needed to improve patient outcomes for those suffering acute pain after surgery for traumatic limb fracture.
Conclusion. The C-BEI was effective in terms of reducing the pain barrier, providing post-operative pain relief, reducing anxiety, and improving sleep satisfaction in patients with fractured limbs during their first week of hospitalization after surgery. This study has generated evidence supporting the use of a C-BEI in acute pain management.
Method. The study was conducted in the orthopaedic wards of two regional hospitals in Hong Kong and comprised two phases. In phase one, qualitative interviews were conducted with twenty-six Chinese patients who had traumatic limb fractures and were undergoing surgery regarding their experiences of and beliefs about pain management. Ten orthopaedic nurses were also interviewed about their perceived pain management practices and the barriers that prevented better pain control among patients. The findings from these qualitative interviews were used to develop a cognitive behavioural approach educational intervention (C-BEI). C-BEI was used to enhance knowledge of pain, modify their beliefs about pain management and promote positive coping thoughts and behaviour. The C-BEI consisted of two sessions. The first was a 30-minute session comprised a combination of patient education and breathing relaxation exercise and conducted at T0 (1 day before surgery). A 30-minute reinforcement session was conducted at day 7 after surgery (T3).
Results. A total of 125 participants completed the study, with 62 in the experimental group and 63 in the control group. The participants were homogenous in terms of demographic data (P > 0.05) and baseline clinical characteristics (p > 0.05). The short-term outcomes (from T0 to T3) for the participants in the experimental group were a statistically significant with lower pain barrier (p = .003), lower level of pain (p = .003), lower level of anxiety (p < .001), and better sleep satisfaction (p = .001) than the control group. The experimental group had a significantly higher frequency of analgesic use at T2 (p < .001) and better self-efficacy in pain management at T3 (p = .011) than the control group. There were no statistically significant differences in the total length of stay in hospital, although the mean length of stay was shorter in the experimental group than in the control group (8.1 day VS 10.1 days). For longer-term effects, the C-BEI was effective at the post-operative stage in anxiety reduction ( p = .002) and sleep satisfaction improvement (p = .002). There were no statistically significant differences for the VAS pain level, GSE scores, physical health summary component (PCS) and mental health summary component (MCS) of the SF36 between two groups over three months, although the experimental group had better scores in the mental health dimension. Findings of the process evaluation showed that most participants perceived the C-BEI as effective in enhancing their knowledge on pain management and the use of analgesics, and helping them to cope with pain, the could sleep better and regain self-control.
The main study was conducted in phase II which consisted of outcomes and process evaluation. A quasi-experimental design of two groups' pre-test and post-test between subjects was employed for the outcomes evaluation. All participants in the experimental group received the C-BEI and usual care, whereas those in the control group received usual care only. The short-term outcomes were treated as primary outcomes and evaluated in terms of the participants' pain barrier score, pain level (Visual Analogue Pain Scale: VAS, anxiety level (State-Trait Anxiety Inventory:STAI), sleep satisfaction, self-efficacy in pain management (General Self Efficacy Scale: GSE), and frequency of analgesic use. All of which were measured at T0, T1 (day 2), T2 (day 4), and T3 (day 7) after surgery. The total length of stay in hospital of the two groups was also compared. Longer-term outcomes were further evaluated over three months at T4 (1 month) and T5 (3 months), and included the VAS pain level, STAI, sleep satisfaction, GSE and health-related quality of life (SF36).The intention-to-treat method was adopted. The process evaluation involved a qualitative study using telephone interviews.
Wong, Mi Ling, Eliza.
Adviser: Sally Chan.
Source: Dissertation Abstracts International, Volume: 71-01, Section: B, page: 0231.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (leaves 256-278).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
"A psycho-educational programme to facilitate principals’ management of union members’ aggression in schools." Thesis, 2015. http://hdl.handle.net/10210/14113.
Повний текст джерелаThe researcher explored and described principals’ management of union members’ aggression in schools. The overarching aim was to assist principals who experience aggression from union members in the schools they head. To accomplish this, the researcher developed, implemented and evaluated a psycho-educational programme to manage union members’ aggression through the facilitation of their mental health. Union members’ aggressive behaviour and attitudes have become the order of the day in schools. This hampers the quality of teaching and learning, and also contributes to the increased levels of stress and frustration for principals, who are the school managers. Notwithstanding the traumatic environment in the workplace, principals are still expected by the Gauteng Department of Education (GDE) as well as the community, to fulfil their day-to-day functions: Principals impute violence and aggression as foremost reasons why schools have become dysfunctional and ungovernable. The research design was structured into four chronological research phases. Phase One: the situation analysis was conducted according to a qualitative research approach through individual phenomenological interviews with a purposive sample of school principals. Tesch’s descriptive approach to data reduction was applied. Thereafter a literature control was conducted. Trustworthiness was ensured through adherence to credibility, transferability, dependability and confirmability...
Magagula, Constance Samukelisiwe. "Management of gender conflict among high school learners." Thesis, 2000. http://hdl.handle.net/10530/674.
Повний текст джерелаThis study investigated the management of gender conflict among high school learners. The researcher has identified the types of gender conflict that are perceived to be more serious and the frequencies of different types of gender conflict. The researcher has also determined the ways of managing gender conflict in the high school and established alternative approaches of managing it. Finally, the research recommends possible initiatives on the part of the management staff, educators, learners, governing body and parents, as well as the community at large to promote gender equity * and peaceful coexistence in schools.
Natsiopoulou, Eleni. "Rules of Disorder: A Comparative Study of Student Discipline." Thesis, 2011. https://doi.org/10.7916/D85H7P6C.
Повний текст джерелаNeethling, Siebert Ernst Jacob. "Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege." Thesis, 2014. http://hdl.handle.net/10210/9803.
Повний текст джерелаLecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications to teach. The lecturer who has no formal teacher's training is confronted with the realities of the teaching profession and has now become part of this profession. Lecturers very seldom receive training prior to actually practising the profession. Methods have to be found to provide in-service training for lecturers at technical colleges with the view of preparing them for their task as lecturers. with this study an attempt has been made to establish a workable program to assist the deputy principal in the in-service training of lecturers at a technical college. The rapid technological development of the past few decades has caused a breath-taking expansion of knowledge and therefore the lecturer must become a lifelong student. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The task of in-service training at the technical college is assigned to the deputy principal. He must first determine the type of staff required, then he has to recruit and select staff and finally see to it that new staff members are orientated. This is, however, merely the beginning of in-service training. The deputy principal must now design a well-planned programme of in-service training. He can in this case make use of a mentor and a Subject-head. The mentor must be an experienced and successful lecturer, seeing that he has to convey his knowledge and teaching experience to the beginner lecturer. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice to the beginner-lecturer.
Mashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2014. http://hdl.handle.net/10210/8926.
Повний текст джерелаMashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2012. http://hdl.handle.net/10210/6376.
Повний текст джерелаThe aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.
Reddy, Kasava. "Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence." Thesis, 2012. http://hdl.handle.net/10210/7624.
Повний текст джерелаThis study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on teacher competences identified by the initial research. The following areas of teacher competence are being researched : The learning environment Professional commitment Order and discipline Educational foundation Teacher reflection Co-operative ability Effectiveness Leadership This dissertation is part of the research undertaken regarding order and discipline and its role in teacher competence. An intensive research of the literature has given rise to a conceptualisation that consists of the following five aspects, namely : values; rules; human relationships; management of classroom behaviour; and teaching practices. This research essay focuses on classroom management behaviour as an aspect of order and discipline : implication for the management of teacher competence. Having orientated the reader to the particular field of research, the motivation and background of the problem will now be discussed.