Understanding bullying relationally

In this article, bullying in South African schools is conceptualised regarding both the phenomenon and the leadership style using a relational framework. An instrumental case study nested in social constructivism was applied. I employed semi-structured interviews, including some open-ended questionnaires, based on the same interview questions. Research participants were sampled purposively, after selecting a few schools that were part of a larger research project investigating bullying with the aim of countering this problem. To this end, I sourced data from 12 principals in these schools to inquire into their leadership style, and the possible ways in which a relational stance might assist in combatting this social and educational dilemma in schools. Empirical data revealed that in many cases where the school principals honed values such as care and relational attributes in their daily leadership practices, learners were more likely to respond to the relational and caring practices that they witnessed and experienced. A relational leadership style could assist in countering bullying, setting caring and supportive examples for both teachers and learners, adding much worth to a favourable educational landscape.Keywords: bullying; educational leadership; ethics of care; instrumental case study; relational leadershi

Genotypic analysis of measles viruses in southern Africa: implications for regional and global elimination of measles

Measles is a vaccine-preventable disease. Implementation of global vaccination programmes has resulted in a dramatic decrease in measles-related deaths, from 2.6 million in 1980 to 164 000 in 2008. To support the global measles elimination goal, laboratories provide case-based surveillance which includes both serological diagnosis and viral characterisation using molecular platforms. In this study, conventional hemi-nested amplification methods were developed to detect the nucleoprotein- and haemagglutinin-genes of measles virus, in specimens collected for rashsurveillance programmes in Africa. Viral characterisation involved amplicon sequencing and phylogenetic analyses of 1402 PCR-positive specimens (2655 specimens tested, 52.8% PCR-positive) with sequence submission to global databases. Only imported strains of genotypes B2, B3, D2, D4 and D8, have been detected in South Africa since 2002, demonstrating the successful interruption of transmission of endemic strains. Genotypic analyses of specimens from African countries provided information relating to strain origins, as well as temporal and spatial data relevant to the molecular epidemiology of measles in Southern Africa

Understanding Implicit Texts in Focus Groups from a Systems Psychodynamic Perspective

Many researchers have been inquiring into focus groups as a qualitative data collection method (Barbour & Kitzinger 1999; Krueger 1998; Morgan, 1998), but only a few have been able to analyse the different levels of understanding in focus groups, which we focus on in this article. The guiding research question is how do focus groups offer deeper levels of understandings from a systems psychodynamic perspective. Research participants were purposively sample d using maximum variation (Patton 2002). Data were collected during the focus group, and group data were analysed during data gathering. Meaning making and interpretation of data was done from the systems psychodynamic perspective. The main theme of inclusion and exclusion is evidence of hidden texts in focus groups

Understanding teacher identity from a symbolic interactionist perspective : two ethnographic narratives.

In this ethnographic inquiry we portray two teacher narratives reflecting educational change in the context of two South African schools. The study was conducted as part of a larger inquiry into ten schools in urban South Africa. A decade of democracy begs some attention to educational progress and reform, from the viewpoint of teachers and with the culture of their schools as the inquiry’s landscape. We present two ethnographic narratives, crafted of a typical ‘township/rural’ school, and an established Afrikaans school, with two teachers as the main social actors. Data were sourced from passive observations, interviews, informal conversations, and journal data. These field texts were analysed for content and narrative using, as methodological frame, the ‘Clandininian’ “metaphorical three-dimensional inquiry space”. Three data themes, teacher authority, commitment to the profession in terms of staying or leaving, and multitasking are theorised from a symbolic interactionist framework, using constructs such as situational, social and personal identity. The major finding of this inquiry speaks to the power of the working context, the educational landscape, which appears to be a much stronger force in the development of teacher identity than national educational policies

A narrative analysis of educators’ lived experiences of motherhood and teaching

In this article we argue that mothers often construct images of what they perceive as society’s expectations of them. These images become the parameters in the eyes of society to which they aspire. This is reminiscent of the adage: “I am not who you think I am. I am not who I think I am. I am who I think you think I am”. This study is based on analysis of the life-stories of four professional female educators. These mother-educators shared their assumptions, cultural values and beliefs and showed how these shaped the subjective construction and harmonisation of the multiple roles of mother and educator. It was found that they often find themselves faced with the conflicting and complementary dimensions of the multiple roles of mother and professional. We contend that these mothers set high standards and expectations for themselves as mother-educator and they worry about failing, not only themselves, but also ‘others’. They see the world of work, including parents, educators and school principal, as being against them — which is possibly a manifestation of a faltering self-image and linked to feelings of inadequacy. It is argued that mother educators need to negotiate new meaning in terms of their own perceived multiple role expectations so as to enable them to experience success as both homemakers and professionals. The challenge for the mother then is to engage in a constant search for her own identity

Investigación Narrativa sobre el Liderazgo en Escuelas Rurales de Sudáfrica

This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.Este artículo trata el liderazgo de escuelas rurales en dos escuelas Sudafricanas desde perspectiva de los conceptos del liderazgo relacional y la labor emocional. La investigación se basa en cinco años de conversaciones guiadas y observaciones que indican las experiencias de liderazgo tanto de esperanza y anticipación como de desesperación y desilusión. Trabajé con un director negro y una directora negra de dos escuelas rurales de Sudáfrica. A través del tiempo, el tono de sus narrativas cambió de esperanza a desesperación y resignación. Los resultados indicaron cómo los desafíos educacionales superaron el compromiso y el cuidado, los que incluyeron el hambre y la pobreza, los alumnos huérfanos, el embarazo adolescente, la violación, la crítica departamental, y la falta de apoyo. Teóricamente esta investigación se basa en las teorías del liderazgo relacional y la labor emocional en educación rural y las evidencias empíricas se obtuvieron utilizando la investigación narrativa

HIV/AIDS programmes: what do learners want?

No Abstract.South African journal of Education Vol. 25(4) 2005: 253-25

The usefulness of academic performance feedback to primary and secondary schools

There has been an increased emphasis on providing schools with feedback on performance of learners with the aim of improving the quality of education. However, if feedback on learner performance is to be effectively used by schools, then it is important to understand what the informational needs of the schools are and whether schools can access the information. Thus, one research question is posed in this article namely: How can the current presentation of performance data captured in the school reports and feedback sessions be improved? The conceptual framework for the study draws on evaluation studies focusing on the use and usefulness of information. Methodologically, design research using mixed methods was employed. A needs analysis of what information was essential was undertaken. Six primary and secondary schools were purposively sampled to participate in the needs analysis from which the first prototype of the report and feedback sessions was developed. This needs analysis was comprised of interviews. The second phase included a sample of 22 primary and 21 secondary schools. Data for this phase was collected by means of Delphi questionnaires. The data was analysed using content analysis using a variety of coding strategies. One of the significant findings speaks to the view that schools felt the current content was appropriate but that individual school information could be included for the schools requesting additional information.http://www.td-sa.net/am2014gv201

Smart continence care for people with profound intellectual and multiple disabilities:Protocol for a cluster randomized trial and trial-based economic evaluation

Background: People with profound intellectual and multiple disabilities (PIMD) cannot communicate the need to change their incontinence products. The smart continence care (SCC) product Abena Nova signals caregivers when change is needed. This provides the opportunity for more person-centered care, increased quality of life, and a decreased number of leakages. However, there is a need for evidence of the effectiveness and cost-effectiveness of such technology compared with regular continence care (RCC) for people with PIMD. Objective: This paper presents the research protocol for an effectiveness and cost-effectiveness study with people with PIMD living in long-term care facilities in the Netherlands. Methods: A cluster randomized trial will be conducted in 3 consecutive waves across 6 long-term care providers for people with disabilities and 160 participants with PIMD. Long-term care providers are randomized at a 1:1 ratio, resulting in an intervention group and a group continuing RCC. The intervention group will receive implementation guidance and use SCC for 3 months; the other group will continue their RCC as usual and then switch to SCC. This study consists of three components: effectiveness study, economic evaluation, and process evaluation. The primary outcome will be a change in the number of leakages. The secondary outcomes are quality of life, the difference in the number of changes, the work perception of caregivers, cost-effectiveness, and cost utility. Data collection will occur at T0 (baseline), T1 (6 weeks), T2 (12 weeks), and T3 (9-month follow-up) for the first 2 intervention groups. An intention-to-treat analysis will be performed. The economic evaluation will be conducted alongside the trial from the societal and long-term care provider perspectives. Qualitative data collection through interviews and field notes will complement these quantitative results and provide input for the process evaluation. Results: This research was funded in December 2019 by ZonMw, the Netherlands Organization for Health Research and Development. As of June 2022, we enrolled 118 of the 160 participants. The enrollment of participants will continue in the third and fourth quarters of 2022. Conclusions: This study will provide insights into the effectiveness and cost-effectiveness of SCC for people with PIMD, allowing long-term care providers to make informed decisions about implementing such a technology. This is the first time that such a large-scale study is being conducted for people with PIMD