The role of the head of department in maintaining the motivation of English first additional langauge teachers teaching in educationally deprived communities

The purpose of the study was twofold. The first purpose was to determine the role of the Head of Department in maintaining the motivation of English first additional language teachers in deprived communities. The role of the Head of Department will depend on factors that motivate and demotivate EFAL teachers and the influence of demographic factors on the motivators and demotivators reported by the participants. The second purpose was to establish the expectations that EFAL teachers have of their Heads of Departments in order to gain an understanding of the role that the Head of Departments can play in the motivation of the EFAL teachers teaching in schools situated in educationally deprived communities. This study not only aimed at presenting the findings but to also develop recommendations that can be formulated for the Head of Departments of English first additional language department of high schools situated in educationally deprived communities with regard to supporting the motivation of teachers. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The research design was a mix-methods design. The questionnaire for collecting both qualitative and quantitative data was designed in line with instruments used in similar research studies on English FAL teacher motivation by Bennell and Akyempong (2007), Kassagby, et al. (2001) and Yau (2010). The questionnaire was administered to EFAL teachers teaching at high schools located in educationally deprived communities in the Nelson Mandela Metropole where isiXhosa is the home language of the learners and English is the medium of instruction. It was discovered that the main factors influencing teachers in the context of EFAL teaching in educationally deprived communities include the culture of teaching and learning of the school, the teacher’s interaction with learners, colleagues and the recognition and feedback associated with supervision of curriculum implementation. It was found that demotivated learners, unsupportive colleagues and unprofessional or unethical practices by the Head of Department to be the most demotivating factors

Students' Demotivating Factors in Learning English (A Study at Department of English Language Education)

The aims of this study are to explore students’ demotivating factors and the major demotivating factors in learning English at Department of English Language Education. This research employed a mixed-method research which used questionnaire and interview technique. The participants consisted of 63 students from Department of English Language Education. The finding showed that the students reflected on teaching material, teaching process and teaching content factors, teaching facilities and teaching environment, the relationship between lecturers and students, lecturers’ teaching competence and attitude of lecturers, experience of failure and lack of confidence, unclear study goal factor, significance others, the scheduling system and the usage of native language in language learning process as their demotivating factors in learning English. Teaching material, process and content found out to be the major factor that decreases students’ interest in learning English. This research is expected to enrich the literature research of demotivation in learning English and to provide an adequate information to the educators to help the students eliminate the demotivating factors

O nutricionista e o cuidado integral do indivíduo com excesso de peso na atenção básica

Objetivo Este estudo buscou compreender, a partir da percepção dos nutricionistas, as diferentes naturezas dos desafiospara o cuidado integral dos indivíduos com excesso de peso na atenção básica. Métodos Trata-se de um estudo qualitativo com profissionais da atenção básica do Distrito Federal, Brasil. Foram realizadas entrevistas semiestruturadas, buscando compreender percepções quanto aos desafios para a organização do cuidado integral dos indivíduos com excesso de peso. Para interpretação dos dados, foi utilizada a análise de conteúdo, a partir do quadro teórico denominado Theoretical Domains Framework Resultados Foram identificados desafios relacionados a 10 dos 12 diferentes domínios propostos pelo quadro teórico. Os referidos desafios estão relacionados à capacidade, à oportunidade e à motivação dos trabalhadores em agir, nosentido de ofertar um cuidado mais efetivo. Conclusão As diferentes naturezas das barreiras para a oferta de um cuidado iintegral dos indivíduos com excesso de peso se mostraram bastante imbricadas, apontando para uma necessidade de qualificação profissional de forma conjunta com a estruturação de um modelo de atenção adequado às condições crônicas, como o excesso de peso.Objective This study sought to highlight the different types of challenges for the integral care of overweight individuals in primary care based on the perception of nutritionists. Methods This is a qualitative study with primary care professionals from the Federal District, Brazil. Semi-structured interviews were conducted to understand the perceptions regarding the organization of integral care. The analysis of the data was based on the theoretical framework Theoretical Domains Framework. Results Challenges related to 10 of the 12 different domains proposed by the theoretical framework were identifi ed. These challenges are related to the capability, opportunity and motivation of workers to act to offer moreeffective care. Conclusion The different nature of the barriers identifi ed were overlapped, which reveal the need for professional qualifi cation along with the consolidation of an appropriate care model for chronic noncommunicable diseases such as obesity

Middle Management and School Autonomy in Italy: The Case of Teachers as «Instrumental Functions»

An autonomous school is a complex community. An organizational structure with different roles or «functions» is required in order to achieve its cultural and educational project, and to provide an answer to social needs. Middle professional workers with organizational, planning and coordination duties are expected to support the work of the head teacher and teachers. This article focuses on the «Instrumental Functions» whose origin can be traced back to «Objective Functions» and «System Figures». It also focuses on the teachers who fulfil these functions and who are identified by them. A historical, political analysis highlights that, unlike other countries, there are no proper middle management roles in Italian schools. In fact, besides teaching, Italian teachers are only assigned temporary functional duties. An exploratory survey underscores the importance of the «Instrumental Functions» and identifies their vulnerability: the fragmentation of resources and high staff turnover. What stands out is the demotivation of teachers in carrying out this role, due to an uncertain institutional framework and the lack of training. The risk is that «Instrumental Functions» are considered to be just like any other extra teaching tasks, with the consequent loss of the unique features of these functions. This article concludes that encouraging this kind of professionalism not only allows the organizational development of schools, but also paves the way for teachers’ professional development

La adhesión de las enfermeras al Método Canguro: subvención para la administración del cuidado de enfermería

;;OBJETIVO:;; construir um modelo teórico explicativo acerca da adesão das enfermeiras ao Método Canguru na Unidade de Terapia Intensiva Neonatal, a partir dos significados e interações para a gerência do cuidado.;;;;MÉTODO:;; pesquisa qualitativa, guiada pelo referencial da Grounded Theory. Foram entrevistadas oito enfermeiras de uma Unidade de Terapia Intensiva Neonatal da cidade do Rio de Janeiro. A análise comparativa dos dados percorreu as etapas de codificação aberta, axial e seletiva, sendo construído um modelo teórico do tipo condicional-causal.;;;;RESULTADOS:;; emergiram quatro categorias principais que compuseram o paradigma de análise: Vestindo a camisa do Método Canguru; Trabalhando com a complexidade do Método Canguru; Encontrando (des)motivação para aplicar o Método Canguru; e Deparando-se com os desafios para a adesão e aplicação do Método Canguru.;;;;CONCLUSÕES:;; o fenômeno central revelou que cada enfermeira e profissional da equipe possui um papel de multiplicador de valores e práticas que podem ou não ser construtivas, influenciando potencialmente na (des)continuidade do Método Canguru na Unidade de Terapia Intensiva Neonatal. Os achados podem ser utilizados para o delineamento de estratégias gerenciais que ultrapassem os cursos e treinamentos e garantam o fortalecimento do modelo assistencial.;;;;OBJECTIVE:;; construct an explanatory theoretical model about nurses' adherence to the Kangaroo Care Method at the Neonatal Intensive Care Unit, based on the meanings and interactions for care management.;;;;METHOD:;; qualitative research, based on the reference framework of the Grounded Theory. Eight nurses were interviewed at a Neonatal Intensive Care Unit in the city of Rio de Janeiro. The comparative analysis of the data comprised the phases of open, axial and selective coding. A theoretical conditional-causal model was constructed.;;;;RESULTS:;; four main categories emerged that composed the analytic paradigm: Giving one's best to the Kangaroo Method; Working with the complexity of the Kangaroo Method; Finding (de)motivation to apply the Kangaroo Method; and Facing the challenges for the adherence to and application of the Kangaroo Method.;;;;CONCLUSIONS:;; the central phenomenon revealed that each nurse and team professional has a role of multiplying values and practices that may or may not be constructive, potentially influencing the (dis)continuity of the Kangaroo Method at the Neonatal Intensive Care Unit. The findings can be used to outline management strategies that go beyond the courses and training and guarantee the strengthening of the care model.;;;;OBJETIVO:;; construir un modelo teórico explicativo acerca de la adhesión de las enfermeras al Método Canguro en la Unidad de Terapia Intensiva Neonatal, a partir de los significados e interacciones para la administración del cuidado.;;;;MÉTODO:;; investigación cualitativa, guiada por el referencial de la Grounded Theory. Fueron entrevistadas ocho enfermeras de una Unidad de Terapia Intensiva Neonatal de la ciudad de Rio de Janeiro. El análisis comparativo de los datos recorrió las etapas de codificación abierta, axial y selectiva, siendo construido un modelo teórico del tipo condicional-causal.;;;;RESULTADOS:;; surgieron cuatro categorías principales que compusieron los paradigmas del análisis: Vistiendo la camisa del Método Canguro; Trabajando con la complejidad del Método Canguro; Encontrando (des)motivación para aplicar el Método Canguro; y Encontrando los desafíos para la adhesión y aplicación del Método Canguro.;;;;CONCLUSIONES:;; el fenómeno central reveló que cada enfermera y profesional del equipo posee un papel de multiplicador de valores y prácticas que pueden o no ser constructivas, influenciando potencialmente en la (des)continuidad del Método Canguro en la Unidad de Terapia Intensiva Neonatal. Los hallazgos pueden ser utilizados para el delineamiento de estrategias de administración que sobrepasen los cursos y entrenamientos y garanticen el fortalecimiento del modelo asistencial.;

Faculty and Administrator Perceptions of the Attrition of Female Expatriate ESL Teachers\u27 in Saudi Arabia

Colleges in Saudi Arabia require students to take content classes in English. As the number of English learners in Riyadh continues to grow, it is important to retain quality English as Second Language (ESL) teachers. The problem investigated in this study was the high attrition of female expatriates teaching ESL at an all-female university. The purpose of this qualitative case study was to explore teacher and administrators\u27 perceptions about the attrition of female expatriate ESL teachers at the university. The conceptual framework was Herzberg\u27s motivation-hygiene theory, which focuses on influences that motivate or demotivate employees. The research questions explored why female ESL instructors leave their teaching positions. Data were collected through SKYPE interviews with 4 ESL experienced instructors, 4 ESL novice instructors, and 4 ESL program administrators. The data were analyzed for emerging themes using an open coding process. Three themes emerged from the analysis: poor long-term planning, lack of employee recognition, and lack of leadership professionalism. These findings were used to develop a 3-day professional development workshop for human resource representatives, university administrators, deans, and ESL instructors. The workshop promoted the collaboration of key stakeholders to develop strategies aimed at reducing teacher attrition through improved long-term planning, the implementation of incentives to recognize exemplary professional practice through the development of a faculty council, and interventions and training to improve leadership styles. This study was expected to contribute to positive social change by offering university administrators an opportunity to decrease ESL teacher attrition and increase teacher satisfaction, which, in turn, may positively influence students\u27 achievement of their educational goals

A qualitative assessment of health extension workers’ relationships with the community and health sector in Ethiopia: opportunities for enhancing maternal health performance

Background: Health extension workers (HEWs) in Ethiopia have a unique position, connecting communities to the health sector. This intermediary position requires strong interpersonal relationships with actors in both the community and health sector, in order to enhance HEW performance. This study aimed to understand how relationships between EWs, the community and health sector were shaped, in order to inform policy on optimizing HEW performance in providing maternal health services. Methods: We conducted a qualitative study in six districts in the Sidama zone, which included focus group discussions (FGDs) with HEWs, women and men from the community and semi-structured interviews with HEWs; key informants working in programme management, health service delivery and supervision of HEWs; mothers; and traditional birth attendants. Respondents were asked about facilitators and barriers regarding HEWs’ relationships with the community and health sector. Interviews and FGDs were recorded, transcribed, translated, coded and thematically analysed. Results: HEWs were selected by their communities, which enhanced trust and engagement between them. Relationships were facilitated by programme design elements related to support, referral, supervision, training, monitoring and accountability. Trust, communication and dialogue and expectations influenced the strength of relationships. From the community side, the health development army supported HEWs in liaising with community members. From the health sector side, top-down supervision and inadequate training possibilities hampered relationships and demotivated HEWs. Health professionals, administrators, HEWs and communities occasionally met to monitor HEW and programme performance. Expectations from the community and health sector regarding HEWs’ tasks sometimes differed, negatively affecting motivation and satisfaction of HEWs. Conclusion: HEWs’ relationships with the community and health sector can be constrained as a result of inadequate support systems, lack of trust, communication and dialogue and differing expectations. Clearly defined roles at all levels and standardized support, monitoring and accountability, referral, supervision and training, which are executed regularly with clear communication lines, could improve dialogue and trust between HEWs and actors from the community

A Content and Language Integrated Learning (CLIL) Project : opportunities and challenges in the context of heritage language education

Content and Language Integrated Learning (CLIL) is gaining momentum in the European field of language education. However, to date, research seems to be dominated by studies into English. Further, in the UK, CLIL initiatives in general have been limited, and this is particularly so in respect to community or heritage languages. This paper reports on a CLIL project on environmental pollution and the science of climate change with a community/heritage language, namely Greek, as the vehicular language. The project was implemented in the Greek supplementary school of Leicester, UK, and aimed at teaching students aged 11 to 17 scientific concepts (including those relating to the greenhouse effect, carbon cycle, climate change) while at the same time advancing language acquisition. It included various in-class activities and a visit to the Science Museum in London. Data collection included questionnaires, interviews, materials used in the activities and field notes to investigate the perceived impact of the project on heritage language learners. The ultimate aim of the research was to examine whether CLIL had a role to play in heritage language education, a field with distinct challenges. Gains were reported across language and content learning, cognition and attitudes. Perhaps the most significant finding was that the approach facilitated the building of linguistic and cognitive bridges between the students’ linguistic heritage and their mainstream education. The article links classroom practice to research and argues for the inclusion of CLIL in supplementary schools, as an effective pedagogy for the teaching and learning of heritage languages

How performance measurement influences stakeholders in not-for-profit organizations

This paper examines the influences of performance measurement (PM) on not-for-profit organizations’ stakeholders by studying how PM practices interact with understandings of legitimate performance goals. This study invokes institutional logics theory to explain interactions between PM and stakeholders. An in-depth case study is conducted in a large not-for-profit organization in the United Kingdom. Managers, employees, and external partners are interviewed and observed, and performance-related documents analyzed. Both stakeholders and PM practices are found to have dominant institutional logics that portray certain goals as legitimate. PM practices can reinforce, reconcile or inhibit stakeholders’ understandings and propensity to act towards goals, depending on the extent to which practices share the dominant logic of the stakeholders they interact with. A theoretical framework is proposed for how PM practices firstly interact with stakeholders at a cognitive level and secondly influence action. This research is based on a single case study, which limits generalizability of findings; however, results may be transferable to other environments where PM is aimed at balancing competing stakeholder objectives and organizational priorities. PM affects the experience of stakeholders by interacting with their understanding of legitimate performance goals. PM systems should be designed and implemented on the basis of both their formal ability to represent organizational aims and objectives, and their influence on stakeholders. Findings advance PM theory by offering an explanation for how PM influences attention and actions at an individual level

The role of satisfaction with the performance appraisal: A comparative study between the public and private sectors

Purpose – To study in Portugal (a) whether satisfaction with the performance appraisal (PA) differs depending on the sector where the workers perform their functions (private versus public), and (b) whether the relationship between workers’ perception of usefulness and accuracy of the performance appraisal process (PAP) and satisfaction with the outcome of their last PA is mediated by their satisfaction with the PAP.Theoretical framework – The PA has come to occupy a prominent place in organizations, because only it can be used to measure the skills of their workers and the way they contribute to achieving organizational success both qualitatively and quantitatively.Design/methodology/approach – Eight hundred and sixty-six professionals from the public and private sectors participated in this study. Data were collected using two multi-item questionnaires and two single-item scales.Findings – The results revealed that private sector employees showed higher levels of satisfaction with their PAs than those from the public sector. Furthermore, the results indicated that the usefulness and accuracy of the PAP had a significant and positive relationship with employees’ satisfaction with their last PA, and this relationship was partially mediated by satisfaction with the PAP, both in the public and private sectors.Practical & social implications of research – Regardless of the activity sector, it is fundamental that the PAP is useful and accurate; otherwise it is discredited, which prevents it from fulfilling its purpose and contributes to increasing the levels of worker dissatisfaction.Originality/value – This study clarified the differences that may emerge regarding satisfaction with PAs between the Portuguese public and private sectors. In addition, this is the first national or international study to analyse the aforementioned constructs in an integrated manner.info:eu-repo/semantics/publishedVersio