The development and application of the Explanatory Model of School Dysfunctions
- Bergman, M. N., Bergman, Z., Gravett, S.
- Authors: Bergman, M. N. , Bergman, Z. , Gravett, S.
- Date: 2011
- Subjects: Organizational behaviour , School principals , Underperforming schools , Explanatory Model of School Dysfunctions
- Type: Article
- Identifier: uj:5735 , ISSN 2076-3433 , http://hdl.handle.net/10210/6532
- Description: This article develops the Explanatory Model of School Dysfunctions based on 80 essays of school principals and their representatives in Gauteng. It reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The model provides a basis for theory-based analyses of specific dysfunctions, and for context and culture-sensitive interventions. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule breaking), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power). The model was developed to invite researchers to explore these and other dysfunctions in relation to their antecedents, motivations, and consequences, as well as to formulate evidence-based interventions and policies.
- Full Text:
- Authors: Bergman, M. N. , Bergman, Z. , Gravett, S.
- Date: 2011
- Subjects: Organizational behaviour , School principals , Underperforming schools , Explanatory Model of School Dysfunctions
- Type: Article
- Identifier: uj:5735 , ISSN 2076-3433 , http://hdl.handle.net/10210/6532
- Description: This article develops the Explanatory Model of School Dysfunctions based on 80 essays of school principals and their representatives in Gauteng. It reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The model provides a basis for theory-based analyses of specific dysfunctions, and for context and culture-sensitive interventions. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule breaking), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power). The model was developed to invite researchers to explore these and other dysfunctions in relation to their antecedents, motivations, and consequences, as well as to formulate evidence-based interventions and policies.
- Full Text:
The interrelationship between the work experience of distance education students, job satisfaction, and academic achievement.
- Authors: Welman, J.C. , Basson, P.A.
- Date: 1995
- Subjects: Practical experience , Organizational behaviour , Distance education students , Work experience , Job satisfaction , Academic achievement
- Type: Article
- Identifier: uj:6526 , http://hdl.handle.net/10210/2725
- Description: In terms of the cooperative education strategy of technikons, students are expected to do subject-relevant work in the industry/commerce to gain practical experience. The degree of subject-relevant work performed by 166 distance education students, and how this is related to their academic performance, was investigated. It was found that in contrast to older Afrikaans- and English-speaking male students, it was mainly students who speak a black language who do not gain subject-relevant work experience, have minimal job satisfaction and do not earn high marks in the third-year subject (Organizational Behaviour). It is suggested that the State integrate the issues of work provision, education and training for the success of cooperative education in South Africa.
- Full Text:
- Authors: Welman, J.C. , Basson, P.A.
- Date: 1995
- Subjects: Practical experience , Organizational behaviour , Distance education students , Work experience , Job satisfaction , Academic achievement
- Type: Article
- Identifier: uj:6526 , http://hdl.handle.net/10210/2725
- Description: In terms of the cooperative education strategy of technikons, students are expected to do subject-relevant work in the industry/commerce to gain practical experience. The degree of subject-relevant work performed by 166 distance education students, and how this is related to their academic performance, was investigated. It was found that in contrast to older Afrikaans- and English-speaking male students, it was mainly students who speak a black language who do not gain subject-relevant work experience, have minimal job satisfaction and do not earn high marks in the third-year subject (Organizational Behaviour). It is suggested that the State integrate the issues of work provision, education and training for the success of cooperative education in South Africa.
- Full Text:
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