Perceptions of Zimbabwean trainee/educational psychologists regarding the training on their support roles and responsibilities in inclusive education

Abstract

The study used focus group interviews at three administrative offices (provinces) that house trainee/educational psychologists in order to explore their experiences on how they learn about their support roles and responsibilities regarding the implementation of inclusive education. 13 trainee/educational psychologists from these provinces volunteered to participate in the study. The study used a qualitative design based on a phenomenological perspective and inductive thematic content was used to analyse data. The results indicate that trainee/educational psychologists had known their support roles through master's degree programmes, a single 2016 workshop, personally guided reading and collaborative work with workmates. Their views indicated inadequate training and supervision, and negative feelings towards internship after master's programme, payment of supervisors, continuing professional development points, lack of degree programmes in Master of Science in educational psychology, and location of conferences. The results provide important information about educational psychology in Zimbabwe with important implications for training and policy making.

Promoting a person-centred workplace culture in a public nursing education institution in South Africa by fostering effective teamwork amongst nurse educators

“…Nurse educators have a clear job description, but when tasks are allocated in teams some roles and responsibilities may overlap and cause confusion. According to Nkoma (2018), employees prefer having clear roles and responsibilities so that they know what activities they should do. Hanaysha (2016) recommends that roles and responsibilities should be delegated together with empowerment for the given task to reap the advantages of increased responsibility, high employee morale, a favourable workplace culture and effective teamwork.…”