Browsing by Author "Chohan, Ebrahim Ajee."

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Attachment style and socio-emotional behaviour in young children.
(2001) Karodia, Aneesa.; Chohan, Ebrahim Ajee.
Attachment research overlaps with many fields within psychology and is a highly under researched topic in South Africa. This study examined the relationship between the attachment style of Grade 1 learners and their socio-emotional behaviour. The following hypothesis was examined: Grade 1 learners who are securely attached display more age-appropriate socio-emotional behaviors than their counterparts who are not securely attached. The aims of the research were to: i.) describe mothers' perceptions of their children's attachment styles; ii.) investigate children's perceptions of their relationship with their primary caregiver and, iii.) describe the nature of the relationship between attachment style and certain aspects of socio-emotional behaviour in young children. In order to meet the above aims, the researcher constructed the Childhood Attachment Style Questionnaire (CASQ). In addition to the CASQ, the Preliminary Screening Checklist (PSCL), the Child Behaviour Scale (CBS) and the Kinetic Family Drawing test (KFD) were used to achieve the aims of the study. The sample consisted of 100 subjects who had met the criteria for participation in the study. Statistical and qualitative analyses of the data partially confirmed the hypothesis that secure Grade 1 learners were more likely to display age-appropriate socio-emotional behaviour as opposed to their insecure counterparts. Based on the findings of the study, various recommendations are made which have widespread relevance to the issues of behaviour problems, custody disputes and HIV/AIDS.
The educators readiness for the implementations of inclusive education in rural schools.
(2003) Ngcobo, Nomasonto.; Chohan, Ebrahim Ajee.
The study investigated Black educators' readiness for the management of inclusive education in rural and township primary schools. It is a questionnaire-based field study employing basic descriptive statistics as well as qualitative analyses. It set out two aims: (1) to determined Black primary school educators' level of knowledge about inclusive education; and (2) to determine the attitude of Black primary school educators towards inclusive education. The sample for the study comprised 100 randomly selected Black primary school educators drawn from two randomly selected educational regions of KwaZulu-Natal. The study was guided by two hypotheses relating to Black educators: (1) Educators in rural and township primary schools are unable to meet the intellectual and socio-emotional needs of disabled learners; and (2) Educators in rural and township primary schools have a negative attitude towards inclusive education. The first hypothesis was confirmed, supported mainly by the finding that 97% of the sample indicated that they needed to know more about inclusive education before deciding to teach in it, and the finding that 65% would like to teach in inclusive education, but felt incompetent. The second hypothesis was rejected. The attitude of the educators was largely positive, supported by the following findings: 75% of the sample preferred to be engaged in inclusive education; 81% were confident that inclusive education would benefit learners with mild-to-moderate disabilities; only 2% was not interested in, and did not wish to know more about inclusive education; only 16% was not prepared to give extra attention that disabled children required; and 81% percent were confident that inclusive education would benefit learners with mild-to-moderate disabilities. Some recommendations are made in the light of the findings.
Guidance and counselling services in high schools : problems, implications and solutions.
(2003) Muribwathoho, Henry Nkhanedzeni.; Chohan, Ebrahim Ajee.
The purpose of this study is to determine the perceptions of school counselors or guidance educators and students about the need for Guidance and Counselling in schools. Changes in the political arena and the birth of the new dispensation brought about changes in education and service delivery. The doors of education were opened to allow even the poorest of the poor to access equal opportunities. Apartheid education had disempowered black people to the advantage of whites. For the first time in the history of our education everyone enjoyed equal access and opportunities. Our classrooms became places where young people, black and white, can now access the best education for them to succeed in life, and fulfill ambitions that not so long ago seemed so remote. The study focuses on the availability of psychological services in ten high schools in the greater Durban North region. Questionnaires were administered to School Counsellors, Guidance educators and students in schools where school Guidance and Counselling is offered and to those in schools where it is not offered. It was hypothesized that Guidance and Counselling was not effectively and adequately offered in high schools. The results of the study indicate that both educators and students feel that there is the need to either revive or improve guidance and counselling services. Statistical analysis indicated that the majority of African schools that participated in the study do not offer Guidance and Counselling, with the lack of resources as the main cause. Retrenchments and the granting of voluntary severance packages were cited as some of the factors affecting the delivery of quality guidance and counselling. Schools are unique and problems and challenges facing them differ from one area to another, yet there is a dire need to improve the Guidance and Counselling services that are generally inadequate. It is hoped that the study will, firstly, stimulate further research in education support services, specifically Guidance and Counselling as a school subject, and, secondly, the findings will evoke debates about guidance and counselling services in schools.
The identification of factors associated with stress among primary school teachers in Soshanguve.
(2003) Thanyani, Nkhangweleni Gloria.; Chohan, Ebrahim Ajee.
The purpose of this study was to identify some of the factors associated with stress among primary school teachers in Soshanguve. The three main objectives were: • To identify factors associated with stress among primary school teachers in the township. • To identify signs and symptoms of stress among primary school teachers in the township. • To compare stress experienced by male and female primary school teachers in the township. Questionnaires were administered to a sample of 63 black teachers in the Soshanguve township, which is located north (but near) Pretoria. Statistical analyses revealed the following factors that were identified as major sources of stress: • Inadequate salaries • Lack of parental support • Lack of promotion • Learner ill-discipline • Too many learners in school. The majority of respondents also indicated that they were experiencing some symptoms of stress and above 80% of the respondents stated that they were experiencing muscular aches, worries, headaches, anger, anxiety, depression, frustration, poor concentration and powerlessness. Also, it was found that gender has nothing to do with any source of stress. The researcher has therefore recommended that the Department of Education should establish help care centers where teachers would be enlightened on some techniques on how to handle stress.
An investigation of the relation between life experience, personality characteristics, and general susceptibility to illness.
(1984) Chohan, Ebrahim Ajee.; Behr, Dorothea.
No abstract available
Knowledge, attitudes and practices of mildly mentally retarded adolescents in relation to HIV/AIDS.
(2001) Dawood, Naseema H.; Chohan, Ebrahim Ajee.; Bhagwanjee, Anil Mohanlal.
The purpose of this study was to investigate the knowledge, attitudes and sexual practices of mildly mentally retarded (MMR) adolescents with regard to HIV/AIDS. The 3 main objectives, were: 1) examining what MMR adolescents know about HIV/AIDS and the sources of their knowledge. 2) examining the attitudes and behaviours of MMR adolescents in relation to HIV/AIDS. 3) examining the influence of peer norms and self efficacy factors on their attitude and behaviours in relation to HIV/AIDS. Questionnaires were personally administered to a saturation sample of 90 MMR Black adolescents drawn from one specialised educational institution in Durban, KwaZulu-Natal. Statistical analysis of the data revealed the following. 1) Critical gaps and erroneous beliefs regarding knowledge of HIV/AIDS, especially with regard to existence, transmission and cure. Respondents indicated a high degree of exposure to various sources of information, particularly media. 2) The majority of respondents in general did not hold prejudicial attitudes towards stigmatised groups and to infected persons. While only a small number of MMR adolescents were sexually active, the use of contraceptives was found to be extremely low. 3) Gender role prescriptions and societal constructs of immorality had a negative influence on the attitudes and behaviours of the subjects' sexual practices and preventative behaviour. Further, MMR adolescents were found to have low levels of self-efficacy in relation to issues concerning sexual negotiation and decision making, more specifically with regard to condom usage. Findings are discussed against the backdrop of the empirical literature on HIV/AIDS, developmental theory, as well as pertinent theories and models of health behaviour. Drawing on the primary conclusions of the study, a systemic body of recommendations is offered with regard to programmatic intervention within the school as a health promotion setting.
The need for counsellors in predominantly black primary schools.
(2003) Mthethwa, Thembi Doris.; Chohan, Ebrahim Ajee.
Abstract available in the PDF.
The relationship between grade 12 learners' career choices and their academic performance and aptitudes.
(2003) Kekana, Elias Nimrod Mphalo.; Chohan, Ebrahim Ajee.
Abstract available in the PDF.
The social and psychological impact of rationalization and redeployment of educators : a KwaZulu-Natal case study.
(2004) Thedi, Daniel Skumbuzo.; Chohan, Ebrahim Ajee.
The study investigated the effects of rationalisation and re-deployment amongst a statistically sound sample of educators in the Province of KwaZulu Natal. It examined primarily the social and psychological effects of such phenomena in the lives and careers of educators, in a province that has gone through political , historical and ideological turbulence, violence and intimidation that had direct and indirect negative effects on educational patterns and processes. The literature review examined the various dynamics associated with these key phenomena in the educational system, including the legal frameworks and policies that shape the educational landscape, such the South African Schools Act. It needs to be said that such social and educational phenomena both shape and are shaped by the social and public policies of the democratic government that was elected from 1994 until today. These phenomena are an integral part of a series of processes that have been shaped by the various educational authorities in the new democratic dispensation, such as the various audits, new plans and strategies as well aspects of quality assurance and the like. These are inextricably linked with the dynamics unfolding in the educational terrain, especially in relation to rationalisation and re-deployment. These are situations that can be faced by all teachers, throughout the country, and it has been hoped that the internationally accepted scientific selection of the sample will permit the researcher to make inferences to similar or other populations. The study basically used two sets of data collection instruments, a structured questionnaire, and a Likert-scale type questionnaire .The questionnaires were administered to the groups of educators who were selected scientifically from the official lists of the KwaZulu Natal Department of Education. One hundred questionnaires were utilised, distributed collected and analyzed. The sample consisted of 45 males and 55 females. Amongst the sample there were educators who were both rationalised and re-deployed. The findings could be summarised as follows: • The majority of teachers felt strongly that rationalization and redeployment led to stress. • Stress created social and psychological problems for the educator, his/her immediate environment. • Redeployment and rationalisation had serious negative consequences on learners. • Most teachers reported that they were not coping with the stress associated with rationalization and redeployment as they created serious psychological and social problems. • There was no gender difference in the teachers' abilities to cope with stress associated with rationalization and redeployment. Most teachers expressed a negative attitude towards the policy of rationalization and redeployment. They felt it was a policy that created serious problems within the education system both at macro and micro level.