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Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe
Get PDF1 online resource (xiii, 212 leaves)DEdDepartment of Educational ManagementThe study sought to evaluate the extent to which the affirmative action policy on the accelerated promotion of women to senior educational management positions has created opportunities for women. The policy was promulgated and implemented in 1995 with the sole purpose of achieving gender parity between men and women in educational management positions. The study was prompted by the underrepresentation of women in senior educational management positions in Matabeleland South province in Zimbabwe against the existence of an affirmative action policy which aimed at increasing the number of women in educational management positions. The study interrogated the effectiveness of the affirmative action policy in creating opportunities for women advancement to senior educational management positions, the challenges experienced by female teachers in ascending to leadership positions, the challenges faced by women in educational management positions, the unintended outcomes and the leadership qualities of women. The study employed a case study design, the qualitative approach and the convenience sampling procedure was used to select study participants. Teachers participated in the study through the focus group discussion while heads of schools, education officers, district education officers and members of the provincial education directorate were engaged through individual interviews. The study revealed that the affirmative action policy on the accelerated promotion of women to senior educational management positions was in place, though not effective because female and male candidates to educational management positions were competing on an equal basis in terms of educational qualifications, experience, and length of service, interview score and the performance rating. Women applicants only supersede their male counterparts in cases where there is a tie after all the above considerations have been made. This approach was found disadvantaging women who in general lack experience and educational qualifications in comparison to their male counterparts hence to date women remain underrepresented in educational management positions in Matabeleland South. The study revealed that women aspiring to ascend to educational management positions lacked family/spouse support and ambitions / confidence to apply for leadership positions. Socio-cultural practices, negative male attitudes about women leadership also constrained women’s
rise to leadership positions. Women in leadership positions face resistance from their subordinates and from members of the greater community who are used to be led by male leaders. The study found that the policy has a labelling effect on women promoted on such policies, it has created disharmony in families as women take their headship portfolios home. Furthermore the study established that home –work conflict causes stress on women in educational management positions .Women were found to be hard workers, less corrupt and produce better results than their male counterparts but are emotionally unstable, use autocratic leadership styles and do not take quality decisions. The study recommended that the Civil Service Commission revise, and disseminate the affirmative action policy so as to increase stakeholders’ awareness so that it can benefit the women, promote more women to headship positions so as to act as role models for other female teachers. The study proposed a model of leadership development in women by creating an enabling environment at home, school, society, and church and government level for gender equality as a pre requite for developing self confidence in the girl child and later in wome
Leadership qualities of women in educational management positions: stakeholders perceptions of selected schools in Matabeleland south region in Zimbabwe
No full textThe study sought to assess the leadership qualities of women in educational management positions since they have been at the helm of educational and other public institutions. It was there necessary to assess how they are faring in a previously male dominated area. The study immensely benefited from authors such as Avgeri (2015), Thuyle (2011) and O’Neil, Plank and Domingo (2015) and Oplatka (2006) who have extensively explored this field. A qualitative approach was employed in this study and data were generated through the interview technique. The findings were that women in educational management positions are culturally constrained to execute their mandates especially when dealing with their male subordinates, are hard working, employ transformation leadership style but lack confidence to delegate subordinates. The study recommends that the government of Zimbabwe come up with leadership development for women in educational management positions in order to orient the.Keywords: Educational management positions, Women, Leadership Qualities, and Key stakeholder
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Оцінка проблем, з якими стикаються вчителі 11 та 12 класів під час викладання біології у вибраних школах навчального округу Катима Муліло
No full textThe aim of this paper was to investigate the challenges, faced by grade 11 and 12 teachers in the teaching of Biology in selected schools. The training of science teachers after independence till today has not succeeded in fully addressing the challenges teachers faced in the teaching of Biology. The study was guided by researchers like Lebata and Mudau [1], Makeleni, and Sethusha [2] who discovered that teachers faced challenges in the teaching of Biology because of the lack of well-equipped laboratories, limited prescribed textbooks, and overcrowded classes. The researchers use a case study design and a qualitative research approach in executing this study. A qualitative research approach was used in this study. The major findings include the lack of well-equipped laboratories and libraries, which have hindered the teaching and learning of Biology in the selected schools. The lack of adequate prescribed textbooks and overcrowded classrooms further hindered the teachers’ ability to impart knowledge to their learners. Large Biology syllabus content and learners’ poor attitude among others, are other challenges hindering the quality of teaching in the selected schools. We recommend that the Ministry of Education should build modern libraries and equip them with computers and internet connectivity, textbooks, and e-learning tools to help learners and teachers inculcate a culture of reading and studying. Teachers should introduce shared personal practice, and collective learning and application as used in professional learning communities. Teachers and principals should request for sponsors to build well-equipped laboratories and libraries for the schools. Teachers and principals can also request to temporally use the laboratories in other schools that have the needed facilitiesМетою цієї статті було дослідити проблеми, з якими стикаються вчителі 11 та 12 класів під час викладання біології у вибраних школах. Підготовка вчителів природничих наук після здобуття незалежності до сьогодні не змогла повністю вирішити проблеми, з якими стикаються вчителі під час викладання біології. Дослідження проводилося під керівництвом таких дослідників, як Лебата та Мудау [1], Макелені та Сетуша [2], які виявили, що вчителі стикаються з проблемами під час викладання біології через відсутність добре обладнаних лабораторій, обмежену кількість призначених підручників і переповнені класи. Дослідники використовують дизайн тематичного дослідження та підхід якісного дослідження. Основні висновки включають відсутність добре обладнаних лабораторій і бібліотек, що заважало викладанню та вивченню біології у вибраних школах. Відсутність відповідних підручників і переповнені класи ще більше заважали вчителям передавати знання своїм учням. Серед інших проблем, які перешкоджають якості викладання у вибраних школах, є великий зміст навчальної програми з біології та погане ставлення учнів. Ми рекомендуємо Міністерству освіти створити сучасні бібліотеки та оснастити їх комп’ютерами та підключенням до Інтернету, підручниками та засобами електронного навчання, щоб допомогти учням і вчителям прищепити культуру читання та навчання. Викладачі повинні запроваджувати спільну особисту практику, а також колективне навчання що використовується в професійних навчальних спільнотах. Вчителі та директори повинні просити спонсорів про будівництво добре обладнаних лабораторій та бібліотек для шкіл. Вчителі та директори також можуть просити тимчасово використовувати лабораторії в інших школах, які мають необхідні приміщенн
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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