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12 results on '"Nienaber, Alida W."'

1. The Experiences of Alumni Adolescents on the Contribution of a Youth Opportunities Programme

Author

Wilson, Lizane, Gouws, Leanna, and Nienaber, Alida W.

Abstract

This article focuses on the experiences of alumni adolescents on the contribution of a Youth Opportunities Programme, a non-profit after-school education programme presented in Namibia. A qualitative descriptive design was used to provide insight into the contribution of this programme. Five focus groups were conducted with 32 participants. The transcribed data were analysed by means of thematic analysis. The rich descriptions of the experiences of alumni adolescents indicated learning, personal and relational experiences as well as challenges. The learning experiences included the transfer of academic knowledge and skills that assisted them to deal with advanced opportunities, and the provision of resources. They were able to socialise with friends and form personal relationships with teachers, serving as emotional support. The challenges they encountered while attending the programme on a full-time basis included high expectations in terms of time management, attendance and behaviour. These challenges proved to be exhausting at times.

Published
2014

2. A Discussion of a Unique Collaboration Model between Schools

Author

de Klerk, Werner and Nienaber, Alida W.

Abstract

The schools located in many township and rural areas of South Africa struggle to provide a high standard of education, because many of the inhabitants of these areas are very poor and there is, thus, a lack of the funding required for the necessary educational equipment. The Afri Twin project, started by Jayne Martin, addresses this problem. The project is collaboration among a British school, a South African town/city school and a school from a rural community in South Africa. The aims of the research project were to determine the benefits of the Afri Twin project and to investigate a unique interaction among a British school, a South African Model C School and a rural school. Data were collected through focus group interviews, in-depth interviews and questionnaires. Data analysis led to the emergence of four major themes with categories and subcategories. The conclusion underlined the cultural tolerance that is established through the Afri Twin project as well as the importance of financial support for promoting an improved learning environment. (Contains 1 footnote.)

Published
2011

5. The prevalence of well-being on teachers in Afri Twin schools as well as non Afri Twin schools

Author

12998699 - De Klerk, Werner, 10059210 - Nienaber, Alida Wilhelmina, De Klerk, Werner, Temane, Q. Michael, Nienaber, Alida W., 12998699 - De Klerk, Werner, 10059210 - Nienaber, Alida Wilhelmina, De Klerk, Werner, Temane, Q. Michael, and Nienaber, Alida W.

Abstract

This study explored the prevalence of well-being in Afri Twin and non Afri Twin teachers. The Afri Twin project allows schools of comparable type and size in Britain and South Africa to be ‘twinned’ with each other, with a possible ‘twinning’ with a third school in a rural or township area in South Africa. A quantitative survey design was implemented and the sample consisted of 97 Afri Twin teachers (20 male and 77 female) and 297 non Afri Twin teachers (52 male and 245 female) from 40 South African schools (13 Afri Twin and 27 non Afri Twin). The Mental Health Continuum - Short Form (MHC-SF), the Core Self-Evaluations Scale (CSES) and Coping Self-Efficacy Scale (CSE) were used to determine the well-being of teachers. Comparable moderate to high level of teacher well-being were observed across the two school systems.

Published
2013

6. Psychological well-being among Tanzanian university students

Author

10059210 - Nienaber, Alida Wilhelmina, 10174524 - Wissing, Maria Philipina, Rugira, Janvier, Nienaber, Alida W., Wissing, Marié P., 10059210 - Nienaber, Alida Wilhelmina, 10174524 - Wissing, Maria Philipina, Rugira, Janvier, Nienaber, Alida W., and Wissing, Marié P.

Abstract

This study explored the prevalence of levels of psychological well-being in a group of Tanzanian university students. A quantitative cross-sectional survey design was implemented for data-gathering. A convenience sample of 279 undergraduate students (19 to 40 years, mean age 29 years) from three church-related universities completed the Mental Health Continuum – Short Form (MHC-SF) as measure of levels of well-being. Descriptive statistics and reliability indices were determined for the MHC-SF and the frequency of various levels of well-being established with implementation of Keyes’s criteria for categorization. Findings indicated high levels of positive mental health in this group with a large number of students in the flourishing category. Smaller size of institution was associated with higher well-being. Future research should explore well-being in other Tanzanian groups as well as the possible role of spirituality and religion in subjective reports of psychosocial well-being.

Published
2013

7. The psychometric properties of the Adapted and Revised Organisational Climate Description Questionnaire (AAROCDQ)

Author

12998699 - De Klerk, Werner, 10059210 - Nienaber, Alida Wilhelmina, De Klerk, Werner, Temane, Q. Michael, Nienaber, Alida W., 12998699 - De Klerk, Werner, 10059210 - Nienaber, Alida Wilhelmina, De Klerk, Werner, Temane, Q. Michael, and Nienaber, Alida W.

Abstract

This study validated the Adapted and Revised Organisational Climate Description Questionnaire (AAROCDQ) for school climate as experienced by teachers. Participants were 394 school teachers (72 male and 322 female) from 40 schools in South Africa. Internal consistency and factor structure were determined as well as the evidence for concurrent validity. The results of the study show that the AAROCDQ yielded reliable scores and also indicated construct validity in a sample of South African teachers.

Published
2013

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