Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a semi-structured interview approach to explore teachersí broader understanding on causes of job dissatisfaction among them. Data was interpreted through the narrative analysis model. Results indicate that a lack of resources, overcrowded classes and lack of discipline among learners were serious sources of dissatisfaction among teachers. Administrative issues, lack of recognition by principals and parents for good work done also caused dissatisfaction among teachers in this study. It was also indicative that job dissatisfaction caused disengagement of some teachers with a consequent lack of focus on professional activities and being negative in their job. The study concludes that teacher satisfaction is germane for the sustainability of social transformation.

Background/Objective: The importance of critical thinking in improving treatment practices in, for instance, the nursing profession, cannot be overemphasized. Despite this importance, empirical studies have shown that helping strategies to train learners on critical thinking disposition are needed. Given this knowledge gap, this study investigated the impacts of cognitive-behavioral reflective training for improving the critical thinking disposition of nursing students. Method: Of all the students screened, a total of 167 participants were assigned to the treatment group and waitlisted control group. A researchers-developed training program aimed at improving critical thinking disposition was delivered in English language by therapists. Results: Repeated-measures ANOVA showed that there was no significant difference between the critical thinking disposition of nursing students in the treatment and control groups as measured by CTDI-M at the posttest. At the posttreatment and follow-up measures, there were consistently improved impacts of CBRT on the critical thinking disposition of nursing students in Nigeria as measured by CTDI-M. Conclusion: Following the results, we concluded that cognitive-behavioral reflective training was beneficial and had sustained improvement in enhancing the critical thinking disposition of nursing students.

No abstract

How to cite this article: Salami, I.A. & Okeke C.I.O., 2018, 'Absent fathers' socio-economic status and perceptions of fatherhood as related to developmental challenges faced by children in South Africa', South African Journal of Childhood Education 8(1), a522.

No abstract

The high rate of negative thinking in family circles due to the presence of children with visual impairment has grossly affects the quality of family life. In the case of Nigeria, low quality of family life is prevalent among parents of children with visual loss. This study attempts to validate the efficacy of a rational emotional family health therapy in addressing family values and quality of life among parents of children with visual impairment in Enugu state Nigeria. A group randomized controlled design, participants comprised 132 parents whose children were living with visual impairment in Enugu state, Nigeria. The participants in REFHP-group were exposed to a 12-session treatment programme whereas their counterparts in the waitlisted control group did not receive this intervention. Two measures-Family Quality of Life Scale and Family Value Scale were utilized in assessing the participants at three time points. Data analyses were completed using repeated measures ANOVA. Findings revealed that rational emotive family health therapy had a significantly positive effect on increasing family values and quality of family life among the study participants of the treatment group. This study contributes to the scholarship on the efficacy of rational emotive family health therapy in improving family values and quality of family life among parents of children with visual impairment.

Childhood bullying leads to life-long scars and hinders adult development. Schoolchildren involved in bullying are at risk of developing behavioural difficulties, physical health problems and suicidal ideation. This research aimed to evaluate the bullying experience of pupils in Nigerian primary schools. The study is a cross-sectional analytic survey conducted from June to November 2019. A total of 1080 pupils in participated in the study. A self-report questionnaire containing 3 questions was used for collecting data. Analysis of the collected data was done using percentage and Chi-Squared at 0.05 probability level. Results indicate that 51.4% of the male pupils and 50.8% of females reported being victims of bullying. 51.8% of the males and 49.5% of females were found to be perpetrators of bullying. 39.6% of the males and 42.9% of the females were bystanders of bullying. 35.1% of the males and 34.1% of females have experienced any 2 of the categories while 11.2% of the males and 12.4% of the females have experienced all the categories of bullying. Results show a non-significant difference between male and female pupils on bullying victimization (χ 2 = .036, P = .849), bullying perpetration (χ 2 = .589, P = .443), and bullying bystander problem (χ 2 = 1.194, P = .275). In conclusion, school bullying is an increasing problem among Nigerian schoolchildren. Initiatives must, therefore, be taken by the Nigerian government to further prevent and counter bullying problem in Nigerian primary schools. Interventions aimed at helping schools to develop effective policies to reduce bullying behaviour among pupils should be initiated.

No abstract