To determine the relationship between black teachers' personalities and their stress levels on work-related factors, the Eysenck Personality Questionnaire (EPQ) and Occupational Stress Inventory for Teachers (OSIT) were used. Participants included 444 black teachers, 186 of whom were male and 258 were female, from 24 randomly selected schools in the KwaZulu-Natal province. The mean scores obtained on teachers' biographical variables were analyzed by means of a three-way analysis of variance (ANOVA). The results indicate significant regression of personality on the predictor variables such as time pressures, administrative problems and pupil misbehaviour. The extraversion personality dimension shows significant negative correlation with educational changes. A significant positive correlation is found between neuroticism and time pressures, administrative problems and pupil misbehaviour. The results also indicate significant three-way interaction effects for work-related stress factors such as time pressure and pupil misbehaviour. The results are discussed and implications for the psychological adjustment of teachers indicated.
This paper considers two issues namely: the limitations of assessment procedures in current use with black clients and how these procedures can be adapted and used effectively through the dynamic approach. This article expounds upon the application of Learning Potential Assessment Device (LPAD) for the assessment of giftedness, intelligence and other cognitive abilities. The LPAD is based upon the Feuerstein's theory of structural cognitive modifiability.
To determine the effects and interaction effects of teachers' characteristics on perceptions of pupils' learning and behavioural problems, the Devereux Elementary School Behaviour Rating Scale (DESB) was used in this study. The data obtained on the variables of teacher's sex, teaching experience and teacher's contact with inspectors of psychological services, were analysed by means of a three-way analysis of variance (ANOVA) for the unbalanced design. Results indicated significant interaction effects for Factors 4, 6, 10 and 11. These Factors are external blame, external reliance, creative initiative and need for closeness to the teacher, respectively. Non-significant interaction effects were recorded for Factors 1 (classroom disturbance), 2 (impatience), 5 (achievement anxiety), 8 (inattentive-withdrawn), 9 (irrelevant-responsiveness), and Nonfactor items 27 (inability to change from one task to another) and 41 (slow to complete work). The variables of sex, contact and experience had significant influence on perceptions of Factors 3 (disrespect-defiance), 7 (comprehension) and Nonfactor Item 40 (desire to quit or give up), respectively.
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