Facilitation of healthy self-management of female educators' experience of their aggression within a secondary school context
- Authors: Evangelides, Beverly
- Date: 2014-04-15
- Subjects: Women teachers - South Africa - Psychology , Aggressiveness - South Africa , Self-help groups - South Africa
- Type: Thesis
- Identifier: uj:10699 , http://hdl.handle.net/10210/10212
- Description: D.Ed. (Psychology of Education) , Daily media reports alert nations worldwide of the ever escalating aggressive acts of behaviour over many decades and has subsequently aroused deep concern as progressive growth In population becomes increasingly evident. Our future lies in the hands of our youth who are exposed to a wide range of educational, family, employment, political and health challenges that depart in major ways from those of young people one or two generations ago. The educational challenge is not limited to academia solely but more Importantly focuses on the upholding and envisioning of a values-based education that stirs the conscience of a nation encouraging moral, responsible law abiding citizens. This responsibility lies squarely on the shoulders of our female educators amongst others in a democratic educational system. Female educators outweigh males significantly in number in our educational system yet research reveals that some female educators are not given sufficient support, acknowledgement and recognition for their committed roles In education. Faced with overwhelming demands female educators are expected to fulfil multiple roles and yet maintain a healthy balance between work commitments and family responsibilities. Some cultures have the added expectation that women bear the prime responsibility for childcare and domestic work. As a result, notable gender differences in aggression arise primarily from contrasting gender roles which augments into the workplace. The overall purpose of the study is to develop and describe a psycho-educational programme to be used as a framework of reference to facilitate the healthy self-management of secondary school female educators' experience of their aggression. The implementation and evaluation of the programme will serve as a facilitative process through the promotion of personal growth and the mobilisation of female educators to constructively self-manage their experience of aggression. Attempts to meet this broad objective were accomplished by employing an explorative, descriptive and contextual research design. In this research study field notes were used in conjunction with eight in-depth phenomenological Interviews conducted with female educators. The findings of their experiences of aggression at their secondary school evolved around their associated emotions; the resultant measures of support and the coping strategies the female educators sought as a current means of addressing their mental health status as educators and community stakeholders. The data analysis of the findings revealed that female educators do have the potential to facilitate and mobilise the available resources in order to promote their own mental health and grow towards wholeness. The future scenarios that schools are likely to face are both challenging and daunting: can schools actively shape the future by listening to the heartbeat of its female educators or merely respond to its exigencies. The liberal awakenings and gradual movement from oppression to equality for the female In South Africa as well as Issues of aggression, political violence, single parenting and abuse on women further extrapolate the need to listen to the voices of women. An awareness of their plight as evidenced In this study will hopefully draw attention to their needs and bring offers of subsequent support to the mothers of our nation which will inadvertently Impact on our youth ... our future as a nation. A shared vision building process will thus only become a living force when each Individual truly believes s/he can shape her/his future. The ability of our educational system to compete in an Increasingly global economy depends on our ability to prepare both learners and educators for new or changing landscapes.
- Full Text:
- Authors: Evangelides, Beverly
- Date: 2014-04-15
- Subjects: Women teachers - South Africa - Psychology , Aggressiveness - South Africa , Self-help groups - South Africa
- Type: Thesis
- Identifier: uj:10699 , http://hdl.handle.net/10210/10212
- Description: D.Ed. (Psychology of Education) , Daily media reports alert nations worldwide of the ever escalating aggressive acts of behaviour over many decades and has subsequently aroused deep concern as progressive growth In population becomes increasingly evident. Our future lies in the hands of our youth who are exposed to a wide range of educational, family, employment, political and health challenges that depart in major ways from those of young people one or two generations ago. The educational challenge is not limited to academia solely but more Importantly focuses on the upholding and envisioning of a values-based education that stirs the conscience of a nation encouraging moral, responsible law abiding citizens. This responsibility lies squarely on the shoulders of our female educators amongst others in a democratic educational system. Female educators outweigh males significantly in number in our educational system yet research reveals that some female educators are not given sufficient support, acknowledgement and recognition for their committed roles In education. Faced with overwhelming demands female educators are expected to fulfil multiple roles and yet maintain a healthy balance between work commitments and family responsibilities. Some cultures have the added expectation that women bear the prime responsibility for childcare and domestic work. As a result, notable gender differences in aggression arise primarily from contrasting gender roles which augments into the workplace. The overall purpose of the study is to develop and describe a psycho-educational programme to be used as a framework of reference to facilitate the healthy self-management of secondary school female educators' experience of their aggression. The implementation and evaluation of the programme will serve as a facilitative process through the promotion of personal growth and the mobilisation of female educators to constructively self-manage their experience of aggression. Attempts to meet this broad objective were accomplished by employing an explorative, descriptive and contextual research design. In this research study field notes were used in conjunction with eight in-depth phenomenological Interviews conducted with female educators. The findings of their experiences of aggression at their secondary school evolved around their associated emotions; the resultant measures of support and the coping strategies the female educators sought as a current means of addressing their mental health status as educators and community stakeholders. The data analysis of the findings revealed that female educators do have the potential to facilitate and mobilise the available resources in order to promote their own mental health and grow towards wholeness. The future scenarios that schools are likely to face are both challenging and daunting: can schools actively shape the future by listening to the heartbeat of its female educators or merely respond to its exigencies. The liberal awakenings and gradual movement from oppression to equality for the female In South Africa as well as Issues of aggression, political violence, single parenting and abuse on women further extrapolate the need to listen to the voices of women. An awareness of their plight as evidenced In this study will hopefully draw attention to their needs and bring offers of subsequent support to the mothers of our nation which will inadvertently Impact on our youth ... our future as a nation. A shared vision building process will thus only become a living force when each Individual truly believes s/he can shape her/his future. The ability of our educational system to compete in an Increasingly global economy depends on our ability to prepare both learners and educators for new or changing landscapes.
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Life stories of academic achievers in informal settlements in Gauteng.
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
- Full Text:
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
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