Top Journal

International Journal of Architectural, Civil and Construction Sciences International Journal of Biological, Life and Agricultural Sciences International Journal of Chemical, Materials and Biomolecular Sciences International Journal of Business, Human and Social Sciences International Journal of Earth, Energy and Environmental Sciences International Journal of Electrical, Electronic and Communication Sciences International Journal of Engineering, Mathematical and Physical Sciences International Journal of Medical, Medicine and Health Sciences International Journal of Mechanical, Industrial and Aerospace Sciences International Journal of Information, Control and Computer Sciences

SUGGEST A JOURNAL

Join Scholarly today, and help us improve Open Access Journal database.

+ Sign Up

Advanced Search

The Wijma Delivery Expectancy/Experience Questionnaire (W-DEQ) with Turkish Sample: Confirmatory and Exploratory Factor Analysis

Year: 2012 Volume: 6 Issue: 5 754 - 760 Pages

Abstract: The propose of this study is to investigate the factor structures of the W-DEQ, originally developed on UK and Swedish women, were confirmed in Turkish samples, and to obtain a new modified factor structure appropriate to Turkish culture. Statistical analyses of the data obtained were performed using SPSS© for Windows version 13.0 and the SAS statistical software Version 9.1. Both confirmatory and exploratory factor analysis of W-DEQ were performed in the study. Factor analysis yielded four factors related to hope, fear, lack of positive anticipation and riskiness. The alpha estimates of the total W-DEQ score were somewhat higher, being 0.92 for the parous and 0.90 for the nulliparous sample. These are well above the accepted limit of 0.70 and indicate excellent levels of internal reliability, thus showing that the questions were appropriate to the Turkish culture and useful scale for the evaluation of fear of childbirth in Turkish pregnants.

Tobephobia: Teachers- Ineptitude to Manage Curriculum Change

Year: 2012 Volume: 6 Issue: 12 3402 - 3409 Pages

Abstract: In this paper, Tobephobia (TBP) alludes to the fear of failure experienced by teachers to manage curriculum change. TBP is an emerging concept and it extends the boundaries of research in terms of how we view achievement and failure in education. Outcomes-based education (OBE) was introduced fifteen years ago in South African schools without simultaneously upgrading teachers- professional competencies. This exploratory research, therefore examines a simple question: What is the impact of TBP and OBE on teachers? Teacher ineptitude to cope with the OBE curriculum in the classroom is a serious problem affecting large numbers of South African teachers. This exploratory study sought to determine the perceived negative impact of OBE and TBP on teachers. A survey was conducted amongst 311 teachers in Port Elizabeth and Durban, South Africa. The results confirm the very negative impact of TBP and OBE on teachers. This exploratory study authenticates the existence of TBP.