Perfiles de puestos y competencias

The purpose of this section is to give a summary of the most important aspects of the different chapters of this research. In Chapter 1, an introductory orientation to the research was provided by presenting the background and rationale for the study

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(cf.par.1.1). The rationale for the study (cf.par.1.2) provided the reasons why it is important to conduct a contextual study that explores the perceived stress factors experienced by teachers that were part of The Project. The preliminaryliterature review (cf. par.1.4.) provided empirical evidence supporting the premise that the introduction of digital media in the classroom could have an influence on teacher stress and impact the quality of learning and teaching, but the research problem needed to be answered through research (cf.par.1.3). The research problem was posed and discussed (cf.par.1.3) with the aims and objectives of the research being outlined (cf.par.1.3.2). A brief discussion of the research design and methodology followed, indicating a qualitative research approach which included population and sampling, instrumentation and data collection techniques as well as data analysis and interpretation (cf.par.1.5). Thereafter, followed the credibility and trustworthiness of the research (cf.par.1.6), the research ethics (cf.par.1.7) and the limitations and delimitations of the study (cf.par.1.8). Finally, a definition of key concepts was clarified (cf.par.1.9). These included the following: Stress (cf.par.1.9.1); Tablets (cf.par.1.9.2); Digital tablets in the classroom (cf.par.1.9.3) and The Big Switch On (cf.par.1.9.4).

Chapter 2 presented an overview of literature on existing and relevant knowledge on the use of digital media such as tablets in the classroom. The findings led the researcher to a better understanding of the problem and previous work done in the field of teacher stress, teachers perceptions on the use of digital media in the classroom and the impact on the quality of teaching and learning with digital media in the classroom.

The chapter started with an introduction into the implementation of ICT in classrooms (cf.par.2.2.1). this was followed by the policy agenda of ICT education policy and practices in South African classrooms (cf.par.2.2.2). The Big Switch On project that was introduced in Gauteng classrooms was described in detail (cf.par.2.2.3). Thereafter, the history of digital media in the classroom was discussed (cf.par.2.3.1). The theoretical framework established for the study of digital media in the classroom was expanded upon in the TPACK framework (cf.par.2.3.2). the TPACK framework

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was unpacked as follows: An understanding of the TPACK framework (cf.par.2.3.2.1); and the expanded TPACK framework (cf.par.2.3.2.2). of boys (cf.par.2.8). These all guided the researcher to reach various conclusions.

The historical development on the perspective of stress (cf.par.2.4) explored the different theoretical approaches to stress and the different theories of stress. The following approaches to stress (cf.par.2.4.2) were explained: The engineering or stimulus-based approach (cf.par.2.4.2.1); the response based or medico-physiological approach (cf.par.2.4.2.2) and the psychological or interactional appraisal approach (cf.par.2.4.2.3). A criticism of these approaches followed (cf.par.2.4.3). Thereafter, the modern view of stress was presented (cf.par.2.4.4). A discussion of the three theories of stress was presented as follows: The interactional (transactional) theories of stress (cf.par.2.4.5.1); person-environment-fit theory (cf.par.2.4.5.2) and the job demand/decisions-latitude theory (cf.par.2.4.5.3).

The types of stress in the school context (cf.par.2.4.6) were explained followed by the causes of stress in the classroom (cf.par.2.4.7). A discussion of the different stressors for teachers were examined and these included: life events (cf.par.2.4.7.1); personal factors (cf.par.2.4.7.2); work-related stress (cf.par.2.4.7.3); home/work interface (cf.par.2.4.7.4) and creation of stress by managers (cf.par.2.4.7.5). Teachers’ reactions to stress in the school context (cf.par.2.4.8) were elaborated upon.

The study encompassed the influence of the use of digital media in the classroom and therefore it was necessary to explain teachers’ stress and digital media (cf.par.2.5). This sub-topic expanded on teacher stress (cf.par.2.5.1) and stress and digital media in classroom (cf.par.2.5.2). It was important to observe previous studies done in this field (cf.par.2.6), which included both local studies (cf.par.2.6.1) and international studies (cf.par.2.6.2).

Chapter 3 addressed the research design and methodology used in this research. The research paradigm (cf.par.3.3) was discussed. An introduction of the research design

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(cf.par.3.4.1) as well as the rationale for choosing the qualitative research method and in particular,a qualitative case study design (cf.par.3.4.1.1 & 3.4.1.3) was detailed. in The research approach (cf.par.3.4.2) was presented. Thereafter, followed population and sampling (cf.par.3.4.3) where the selection of participants from the population and sampling (cf.par.3.4.3.1) were explained and justified. Instrumentation (cf.par.3.4.4.1) was then explained followed by the data collection procedures (cf.par.3.4.4.2), data processing procedures (cf.par.3.4.4.3), data recording and management procedures (cf.par.3.4.4.4) and the data analysis and presentation (cf.par.3.4.5), the data interpretation and reporting procedures (cf.par.3.4.5.2) of the data.

The very important aspect of trustworthiness of the study (cf.par.3.5) which reflects on validity (cf.par.3.5.1) and reliability (cf.par.3.5.2) was considered. Strategies for improving trustworthiness were examined (cf.par.3.5.3). The chapter concluded with reference to the ethical issues related to the study (cf.par.3.6), then a short conclusion of the chapter was provided.

Chapter 4 dealt with the presentation, analysis and interpretation of data collected during the qualitative research process (cf.par.4.2). This chapter presented the empirical design for the study in detail and guidelines on how the data was collected and analysed as well as methods for data analysis presentation and discussion (cf.par.4.3) were also provided. This included the biographical data of participants (cf.par.4.3.2). The analysis of the data obtained from the interviews (cf.par.4.3.3) was explained in relation to the categories generated in accordance with the questions posed in the questionnaire. The data interpretation (cf.par.4.4) were explored according to the four research sub-aims.

Chapter 5 presents a summary of an integrated interpretation of the research. It also presents the findings of the literature review, reported in Chapter 2 as well as the findings from the data analysis made in Chapter 4. This chapter presents an in-depth examination of all the themes identified as well as recommendations from the findings.

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