The relationship between motivational factors and teachers’ job satisfaction.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017The purpose of this study was to investigate the relationship between motivational factors and job satisfaction. A descriptive research design was used in the study to investigate what motivates teachers to be committed to their jobs. The sample consisted of 521 teachers, ranging from pre-school up to high school. To meet the objectives, a three part questionnaire was designed, collecting data on teacher motivation, teachers’ job satisfaction and demographic variables. The researcher used Statistical Package for the Social Sciences (SPSS) as a statistical analysis tool to describe and present data and provide evidence. Findings of the study revealed that although teachers were motivated, they were not necessarily satisfied. Motivational factors were ranked and it was found that teachers were mostly motivated by being regarded as role models, the desire to achieve goals, students’ success, being competent in the field and good teachers’ relations. At the bottom of the list were the least motivating factors which were: progression and promotion, balance of work and family, administration work and income that did not satisfy their needs. Findings also revealed that teachers were satisfied with their relations with inspectors, disciplined learners who were willing to learn, buildings and equipment. Findings showed that poor teachers’ relations did not affect their job satisfaction. At the bottom of the ranking were: noise, being penalised, poor salary, marking of work for large classes and teaching large classes. This showed that teachers were least satisfied with these aspects. Significant relations were found between demographic variables and motivation, as well as job satisfaction. The results revealed that gender had no statistical significant relationship to teachers’ motivation and job satisfaction. A teaching qualification had no statistical significant relationship to teachers’ motivation, but it was a statistically significant relationship to teachers’ job satisfaction. Age, phases and teaching experience showed statistical significant relationship to teachers’ motivation and job satisfaction though the correlations were low in all the variables. This has shown that gender and teaching qualification have had no effect on motivation and job satisfaction. Age, phases and teaching experience all have had effects on teachers’ motivation and teachers’ job satisfaction. Based on the findings, discussions and the conclusions drawn, School governors should create an environment where teachers work as a team, use disciplinary measures sparingly, ensure there is an adequate level of educational technology, and strive to create a positive school atmosphere with the full participation of its teachers. The government should also ensure that conditions of service of teachers, and other sectors of the economy, are equitable. Teachers’ self-esteem and teachers’ social status could be enhanced by providing teachers with effective training, decent working conditions, and enhanced remuneration, and by sensitising all educational stakeholders aimed at improving, restoring the dignity and status of the teaching profession

Effects of peripartum propylene glycol supplementation on nitrogen metabolism, body composition and gene expression for the major proteolytic systems in skeletal muscle in transition dairy cows

Early-lactating dairy cows mobilize body protein, primarily from skeletal muscle, to provide amino acids which are directed towards gluconeogenesis and milk protein synthesis. Propylene glycol (PG) is a precursor of ruminal propionate, and our hypothesis was that its dietary inclusion could attenuate skeletal muscle wasting by reducing amino acid-driven gluconeogenesis. The major objectives of this study were to delineate the effects of pre- and post-partum PG supplementation in transition dairy cows on whole-body nitrogen (N) balance, urinary 3-methylhistidine (3-MH) excretion, body composition, and gene expression profiles for the major protein degradation pathways in skeletal muscle. Sixteen pregnant cows (7 primiparous and 9 multiparous) were paired based on expected calving dates and then randomly assigned within each pair to either a basal diet (control) or basal diet plus 600 mL/d of PG (PG). Diets were fed twice daily for ad libitum intake, and PG was fed in equal amounts as a top dress. All measurements were conducted at 3 time intervals starting at d -14 ± 5, d 15 and d 38 relative to calving. Propylene glycol had no effect (P > 0.05) on whole-body N balance, urinary 3-MH excretion, and body composition. However, N balance was lower (P 0.05) on body weight (BW), and all components of empty BW. On average, cows fed both diets mobilized 19 kg of body fat and 14 kg of body protein between d -14 and d 38. Supplemental PG had no effect on mRNA abundance in skeletal muscle for m-calpain (P = 0.96) and 14-kDa ubiquitin-carrier protein E2 (14-kDa E2) (P = 0.54); however, PG supplementation down-regulated mRNA expression for µ-calpain at d 15 (P = 0.02), and tended to down-regulate mRNA expression for ubiquitin at d 15 (P = 0.07) and proteasome 26S subunit-ATPase at d 38 (P = 0.097). Relative to calving, mRNA abundance for m-calpain (P = 0.02) and µ-calpain (P = 0.005) were higher at d 15 compared to d -14 and d 38. Messenger RNA abundance for ubiquitin (P = 0.07) and 14-kDa E2 (P = 0.005) were lower at d 38 compared to d 15. In summary, these results demonstrate that up-regulation of the Ca2+-dependent and ubiquitin-mediated proteolytic pathways are the mechanisms by which skeletal muscle wasting occurs in early-lactating cows. In addition, dietary supplementation with PG may down-regulate some of these proteolytic pathways, thereby potentially attenuating undesirable skeletal muscle wasting

Optimizing the efficiency of nutrient utilization in dairy cows

A series of experiments were conducted to determine nutritional strategies to improve the efficiency of N utilization in dairy cows when feeding co-products including wheat-based (W-DDGS) and corn-wheat blend distillers grains with solubles (B-DDGS), and dried whey permeate (DWP). In Experiment 1, the objective was to determine the effects of replacing canola meal (CM) as the major protein source with W-DDGS on ruminal fermentation, microbial protein production, omasal nutrient flow, and animal performance. Cows were fed either a standard barley silage-based total mixed ration containing CM as the major protein supplement (0% W-DDGS, control) or diets formulated to contain 10, 15 and 20% W-DDGS (dry matter [DM] basis), with W-DDGS replacing primarily CM. Diets were isonitrogenous (18.9% crude protein [CP]). Inclusion of W-DDGS to the diet did not negatively affect ruminal fermentation, microbial protein production, and omasal nutrient flow. However, there was a 0.7- to 2.4-kg increase in DM intake, and a 1.2- to 1.8-kg increase in milk yield after the addition of W-DDGS in place of CM. In Experiment 2, the objective was to delineate the effects of including either W-DDGS or B-DDGS dried distillers grains with solubles as the major protein source in low or high CP diets fed to dairy cows on ruminal function, microbial protein synthesis, omasal nutrient flows, urea-N recycling, and milk production. The treatment factors were type of distillers co-product (W-DDGS vs. B-DDGS) and dietary CP content (15.2 vs. 17.3%; DM basis). The B-DDGS was produced from a mixture of 15% wheat and 85% corn grain. All diets were formulated to contain 10% W-DDGS or B-DDGS on a DM basis. Feeding up to 10% of dietary DM as B-DDGS or W-DDGS as the major source of protein did not have negative effects on metabolizable protein (MP) supply and milk production in dairy cows. However, reducing dietary CP content from 17.3 to 15.2% decreased milk production. This response was attributed to an insufficient supply of ruminally degradable protein (RDP) that suppressed microbial nonammonia N (NAN) synthesis in the rumen, thus decreasing intestinal MP supply. In Experiment 3, the objective was to determine the effects of replacing barley or corn starch with lactose (as DWP) in diets containing 10% W-DDGS on ruminal function, omasal nutrient flow, and lactation performance. The treatment factors were source of starch (barley vs. corn) and dietary inclusion level of DWP (0 vs. 6%; DM basis) as a partial replacement for starch. Diets were isonitrogenous (18% CP) and contained 3 or 8% total sugar. The starch content of the low sugar diet was 24% compared to 20% for the high sugar diet. Dry matter intake, and milk and milk component yields did not differ with diet. However, partially replacing dietary corn or barley starch with sugar up-regulated ruminal acetate and propionate absorption, and reduced ruminal NH3-N concentration, but had no effect on ruminal pH, microbial protein synthesis, omasal nutrient flow and production in dairy cows. In summary, data presented in this thesis indicate that W-DDGS and B-DDGS can be included as the major source of protein in dairy cow diets without compromising ruminal function, nutrient supply and milk production in dairy cows. Feeding medium to low CP diets, and partial replacement of starch with sugar in diets containing W-DDGS and B-DDGS can improve N utilization efficiency in dairy cows. Additionally, an upregulation of facilitated transport of acetate and propionate across epithelial cells possibly prevents the occurrence of ruminal acidosis when lactose partially replaces starch in cow diets

The effect of alfalfa (Medicago sativa) silage chop length and inclusion rate within a total mixed ration on the ability of lactating dairy cows to cope with a feed withholding and refeeding challenge

Cows fed diets containing a lower concentration of alfalfa silage (replacing corn silage) experienced greater reductions in rumen pH following a six hour feed witholding/refeeding challenge than those fed higher alfalfa concentration diets and also suffered greater short-term milk loss on the day of the challenge. Lower rumen pH in animals fed a long chop length compared to a shorter chop length raised questions over the effect of long forage particles in the diet during and following short-term feed deprivation. This research highlights the importance of maintaining feeding routines and ensuring adequate feed access throughout the day in dairy systems

An Exploration of Stem Students' and Educators' Behavioural Intention to Use Mobile Learning

This study sought to find factors that Science, Technology, Engineering, and Mathematics (STEM) students and educators in a developing country consider important when accepting mobile learning. The study developed a new model by extending the Technology Acceptance Model (TAM) using the construct perceived resources. Using stratified random sampling, a total of 160 STEM students and 100 educators were selected to participate in this study. The study employed a quantitative design where partial least squares structural equation modeling was used to examine STEM students' and educators' behavioural intention to use mobile learning. The developed model explained 74.1% of the variance in STEM students' and educators' behavioural intention to use mobile learning. Perceived resources, perceived ease of use, and perceived usefulness variables explained 54.8% of the variance in attitudes of STEM students' and educators' behavioural intention to use mobile learning. Attitude was the strongest indicator of STEM students' and educators' behavioural intention to use m-learning.  The results indicated that both educators and students have a positive attitude towards mobile learning, given how important online learning is becoming nowadays. Additionally, there is no statistically significant difference between educators’ and students’ attitudes towards mobile learning. The implication is that developers of mobile learning systems should make their platforms easy to use and have more resources available for both teachers and learners to increase the overall acceptance of mobile learning in STEM subjects

Expression and Secretion of SPARC, FGF-21 and DCN in Bovine Muscle Cells: Effects of Age and Differentiation

Skeletal muscle growth is an economically important trait in the cattle industry. Secreted muscle-derived proteins, referred to as myokines, have important roles in regulating the growth, metabolism, and health of skeletal muscle in human and biomedical research models. Accumulating evidence supports the importance of myokines in skeletal muscle and whole-body health, though little is known about the potential presence and functional significance of these proteins in cattle. This study evaluates and confirms that secreted proteins acidic and rich in cysteine (SPARC), fibroblast growth factor 21 (FGF-21), myostatin (MSTN), and decorin (DCN) are expressed and SPARC, FGF-21, and DCN are secreted by primary bovine satellite cells from 3- (BSC3; n = 3) and 11- (BSC11; n = 3) month -old commercial angus steers. Cells were cultured and collected at zero, 12, 24, and 48 hours to characterize temporal expression and secretion from undifferentiated and differentiated cells. The expression of SPARC was higher in the undifferentiated (p = 0.04) and differentiated (p = 0.07) BSC11 than BSC3. The same was observed with protein secretion from undifferentiated (p \u3c 0.0001) BSC11 compared to BSC3. Protein secretion of FGF-21 was higher in undifferentiated BSC11 (p \u3c 0.0001) vs. BSC3. DCN expression was higher in differentiated BSC11 (p = 0.006) vs. BSC3. Comparing undifferentiated vs. differentiated BSC, MSTN expression was higher in differentiated BSC3 (p ≤ 0.001) for 0, 12, and 24 hours and in BSC11 (p ≤ 0.03) for 0, 12, 24, and 48 hours. There is also a change over time for SPARC expression (p ≤ 0.03) in undifferentiated and differentiated BSC and protein secretion (p \u3c 0.0001) in undifferentiated BSC, as well as FGF-21 expression (p = 0.007) in differentiated BSC. This study confirms SPARC, FGF-21, and DCN are secreted, and SPARC, FGF-21, MSTN, and DCN are expressed in primary bovine muscle cells with age and temporal differences

Moving from the margins : towards an inclusive urban representation of older people in Zimbabwe’s policy discourse

Population ageing has become a major global demographic shift but perhaps less noticeable in the Global South. Zimbabwe, like many African countries, is experiencing and will continue to witness an increase in older age, hence questioning its readiness to handle such change. Ageing in Zimbabwe is currently occurring in the context of increasing poverty, political unrest, changing family structures, and weakening infrastructures. Despite this, Zimbabwe is committed to promoting change and betterment for its citizens through adherence to international agendas and national development strategies. However, the first step towards the realisation of an inclusive urban environment begins with a fair representation of the various actors and social groups. This review paper is aimed at examining the representation of Zimbabwe’s older people, a subject that has rarely been the focus of critical analysis, concentrating on the political discourse in urban development programmes. A sample of 45 international and national policy documents published post-2002, was carefully selected and inspected to determine the level of presence of older people using discourse analysis. The findings reveal that in the context of the efforts made towards a Zimbabwe that is inclusive of all citizens, the idea of older persons as subjects of rights and active participants has yet to truly gain sufficient currency. There is a dominance of a one-dimensional perspective across the majority of the publications, with older people constructed as “dependent”, “vulnerable” and “passive”, overseeing vital contributions to society. A realistic and more empowering representation of this social group, showing them as active caregivers rather than passive recipients is therefore a necessity if Zimbabwe is to fulfil its vision of inclusivity

Pre-Service Teachers' Acceptance of Learning Management Systems

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Doctor of Education in the Department of Mathematics, Science and Technology at the University of Zululand, South Africa, 2021.Due to increased human and infrastructural requirements, face-to-face instruction in higher education institutions is now stretched and mostly very expensive. Most institutions are now exploring the possibility of large-scale online learning, which has been accelerated by the restrictions imposed by the Covid-19 pandemic. This study aimed to examine the factors that affect pre-service teachers’ (PSTs) acceptance and the continued use of the Moodle learning management system (MLMS) in the context of a South African rural university. To understand the phenomena under study, a model with 11 constructs was designed, underpinned by the technology acceptance model (TAM), and analysed using partial least squares structural equation modelling. The model was divided into three parts: external variables to the TAM (three factors), the TAM itself (five factors), and continued use variables (three factors). The study followed a quantitative design, for which data were gathered using a five- point Likert scale questionnaire, with items whose responses ranged from 1 - strongly agree, to 5 - strongly disagree, developed by the researcher in consultation with previous studies. A stratified sample of 325 PSTs, selected from a population of 3 250, participated in the study. A total of 252 respondents successfully completed and returned the questionnaires, giving a comprehensive return rate of 77.5%. Descriptive statistics from SPSS version 25 were used to analyse the demographic data, while SmartPLS version 3 was used to analyse the measurement and structural models of the study. The results showed that the six variables identified to explain PSTs’ acceptance of the MLMS were statistically accepted and that they combined to explain a substantive 66.9% of the variance in pre-service teachers’ behavioural intention to use Moodle, which in turn explained a notable 48.9% of the variance in actual use of the MLMS. Actual use of the system also explained 30.7% of the variance in PSTs’ confidence and 35.2% in preparedness. These results showed that users were moving positively in embracing the use of the MLMS. The overall model showed that all 10 explanatory variables explained 66.5% of the total variance in continued use. This means that the model is a good predictor of the vii factors that PSTs consider in their acceptance and continued use of the MLMS. Lastly, the moderation results showed that demographic variables do not influence pre- service teachers’ continued use of the MLMS. Empirical evidence from this study showed that the developed model is statistically valid and robust. It is recommended for use by stakeholders. PSTs are, therefore, encouraged to fortify their use of the MLMS as they seek success in their studies. Future research could be conducted to establish the 33.5% of factors not captured in this model. Further studies are also encouraged to use a qualitative approach that explores a deeper meaning into why respondents’ demographics failed to moderate between actual use of the MLMS and its continued use. KEYWORDS: Actual use, Continued use, Moodle learning management system, Technology acceptance model, Pre-service teachers

Leadership trends of principals towards the provision of quality teaching in underperforming secondary schools in the King Cetshwayo district

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the department of Education Foundation and Management at the University of Zululand, South Africa, 2021.Principals' leadership styles are a major factor contributing to good performance of their schools. The aim of this study was to investigate principals’ leadership trends towards the provision of quality teaching in underperforming secondary schools in King Cetshwayo District. The study followed a mixed methods design. In 2015, 138 of the 204 high schools in the district were categorised as underperforming. For the quantitative study, 14 of the underperforming schools with a total of 227 teachers were selected for analysis using simple random sampling. The study sample consisted of all the 227 teachers. Of the 227 distributed questionnaires 183 were successfully returned, giving a response rate of 81%. Purposive sampling was used to select four principals, four Heads of Departments and two teachers for the interviews. The study's findings revealed that a principal’s leadership style plays a vital role towards good learner outcomes. Furthermore, results showed that schools where principals delegated duties, encouraged teamwork, held staff development programmes and supervised teachers and learners constantly exhibited great learner academic improvement. It was established that those schools that operated effectively followed leadership styles that encouraged power-sharing while there was no power-sharing in most underperforming schools. Based on the findings, the leadership style used by principals running successful schools was transformational. The study therefore recommends this leadership style for South African schools

Determinants of High School Learners' Continuous Use of Mobile Learning during the Covid-19 Pandemic

Every child has a right to education and attending school is a must in South Africa. However, school attendance was severely disrupted by the Covid-19 pandemic outbreak. Regardless, the academic process has to continue, hence the use of mobile devices as pedagogical tools for learning. The aim of this study therefore is to explore the determinants of high school learners' continuous use of mobile learning in order that the academic project may continue. The study employed a survey design in which quantitative data were collected using a seven-point Likert-type scale questionnaire developed by the researchers. A stratified sample of 500 high school learners participated in the survey of which 419 of them successfully completed the survey, giving a success rate of 83.8%. The remaining 16.2% submissions were spoilt and hence discarded. The study combined three models, namely the technology acceptance model (TAM), self-determination theory (SDT), and the expectation-confirmation model (ECT) in its analysis of the developed seven-construct model which used partial least squares structural equation modelling (PLS-SEM). SmartPLS v 3.0 was used to validate the measurement and structural models of the study. Results showed that all six variables identified for the model were good predictors of high school learners’ continuous use of mobile learning with 68% explained variance for satisfaction and 39.1% for continuous use. The study developed and validated a robust mobile learning model which is recommended to stakeholders for continuous use of mobile learning. Future researchers are encouraged to search for more determinants of continuous use of mobile learning that have not been identified in this study.</jats:p