Family experiences, the motivation for science learning and science achievement of different learner groups Family experiences, the motivation for science learning and science achievement of different learner groups Salomé Schulze Department of Psychology of Education, Faculty of Education, University of South Africa, Pretoria, South Africa schuls@unisa.ac.za Eleanor Lemmer Department of Educational Foundations, Faculty of Education, University of South Africa, Pretoria, South Africa Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South Africa. A purposeful sample of 380 learners from three racial groups in public and independent schools completed the Student Motivation for Science Learning
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Abstract This study aims to gain insight in the relationship between principals’ leadership styles and the configuration of different HR practices for new teachers in primary education. Besides the longstanding interest in educational leadership as a key element in teacher and student performance, there is a growing interest in strategic human resource management (SHRM) in the educational sector. However, few educational studies link educational leadership to SHRM. In particular, this study examines the relationship between principals’ instructional and transformational leadership style and principals’ strategic and HR orientation in configuring HR practices for new teachers. Data were gathered using a mixed methods approach, including interviews with 75 principals as well as an online survey of 1058 teachers in Flemish primary education. Qualitative interview data were transformed and analysed together with the quantitative survey data using logistic regression and ANOVA analyses. The
