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1
Alharbi, Eman. "Preparing Saudi Universities for International Accreditation in the Area of Governance and Leadership." Thesis, Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641305.
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<p> Institutional accreditation in the last decades has been studies as an important assessment that ensures the quality of higher education institutions. The growth of the economy around the world has placed value on evaluating universities’ accountability and effectiveness. Therefore, one of the most significant current discussions in higher education institutions is obtaining international accreditation. Consequently, Saudi Arabia’s institutional accreditation system is seeking to improve higher education institutions’ quality assurance and accountability by preparing them for international accreditation. However, only 12 universities out of 34 have been accredited at the institutional level by the NCAAA. As a result, one of the major challenges facing Saudi institutions is their ability to meet accreditation standards concerning institutional effectiveness, governance, and leadership. Therefore, this quantitative study examined the extent to which Saudi universities prepare for international accreditation in the areas of governance and leadership. A comparison of accredited and non-accredited universities was done using a Mann-Whitney U test based on faculty and administrators’ perceptions of leadership and governance. The study concluded that Saudi universities are prepared to meet international institutional accreditation standards in the areas of governance and leadership. An effective strategy is needed to promote the accreditation process successfully. </p><p>
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Moelanjane, Porgarius Porgacy Rukee. "The perceived impact of policy change on leadership and management : a case study of a Namibian school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007670.
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The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
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Ufoegbune, Veronica Ifechide. "A phenomenological study of the work-life balance of Nigerian women in leadership and their vision of Nigerian education." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103898.
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<p> This phenomenological study examines the work–life balance of Nigerian women leaders who are instrumental in visioning and shaping the future of Nigeria’s public education. The research delves into the past, present, and future of Nigerian public education based on the perception and life course of key Nigerian women educational leaders located in Nigeria and in the diaspora. Further, the study explores the work–life balance of these women leaders and their vision for public education in Nigeria. This study also explores the experiences; relational style, drive, and motivation, identity, and adaptive style that shape the life course and impact the decisions in these women’s life course. The study was prompted by the perceived change in the state of the Nigerian public educational system from pre-independence to post-independence. Public education is essential to offering hope and equity to all, including the poor. Education is a fundamental good rooted in the concept of human capital. Human capital is concerned with the human skills factor of production in the development process. The development process depends on quality education that determines one’s earnings in market economies. </p><p> The study goes into the archives of public education in Nigeria to examine the experiences, past and present, of the sample of Nigerian women leaders and their impact on—and vision for—the future of Nigerian education. The data examine how the Nigerian government embraced the United Nations Millennium Development Goals (MDGs) and how the women played the dual roles of leaders and managers of their households. To better understand the dual roles of women, it was essential to review the decentralization and privatization of education in Nigeria as it related to the politicization of education expenditures. </p>
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Miller, Adam. "Florida's school choice policies and democracy| Origins and destinations." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154940.
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<p> School choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice environment in Florida today. Specifically, this investigation was limited to legislation in Florida between 1997 and 2014 and further limited to charter schools, home schooling, virtual education, and two choice options specific to Florida in which public dollars follow students to private schools, the Tax Credit and McKay Scholarship programs. These particular school choice options were chosen as the focus of this study because they change the where of education outside of traditional public schools. Other choice options such as magnet schools, inter-district choice, and intra-district choice simply move students among traditional public schools but keep them enrolled in traditional public schools. Ultimately the study hoped to provide a possible road map for the future of school choice policies in Florida. This study utilized a qualitative methodology utilizing document reviews and interviews. This study found that school choice policies in Florida have continued to expand and evolve over the years to increase the liberty available to families to choose the education of their children. </p><p> This study also found that the Florida legislature has laid the groundwork for Florida school districts, through a focus on equality, to take advantage of a portfolio management model to increase student achievement. Although a focus on equality led to the enactment of various school choice options, some of these options have moved away from their original intent to financially benefit specific organizations and groups. Finally, as reported by Holme, Frankenberg, Diem, and Welton (2013), Florida’s charter school, virtual education, and home education policies have been enacted as race-neutral policies that have no regard for diversity, which could lead to resegregation.</p>
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Rivera, Jose G. "Assessment of actual and perceived efficacy of the Texas Association of Future Educators (TAFE) program on the academic progress, success and career aspirations of Latino students." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722551.
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<p>This study assessed the actual and perceived efficacy of TAFE as implemented across public schools in Texas with Latino populations. The graduation rates of students were analyzed to assess whether there were significant differences in graduation rates between schools implementing the program and those not implementing the program across gender and ethnicity. Surveys were administered to past and present personnel associated with TAFE to ascertain their perceptions on the program. A significant main effect for Latinos was found at TAFE schools during the five year period of the study. Survey responses were isolated to differentiate between Latino responses and those of the general population. Responses varied in consistency between Latino respondents and the overall population of respondents. In general, respondents credited the program for the higher graduation rates of Latinos and their motivation to attend college which are future indicators of success. However, the respondents were undecided as to TAFE's influence to foster teaching vocations but believe it impacts teacher retention. Respondents were also undecided, and a considerable percentage of them had a negative opinion that TAFE motivated them to become or want to become educational administrators. Finally, respondents endorsed the idea of recommending TAFE to high school students and to schools/districts for implementation.
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Moorehead, Kimberly S. "What’s in It for Me? An Exploratory Study of What Peer Educators Learn and the Challenges They Face." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28257204.
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This qualitative study was a means to identify what motivated Black students to serve in the supplemental instruction (SI) leader role, the challenges they experienced, and what they learned while serving in the peer educator role within the context of an historically Black college or university (HBCU). Research targeting the experiences of SI leaders is limited, and there had yet to be a study completed on the experiences of SI leaders of color in any institution type. This research was an assessment of the perceptions of peer educators, providing a benchmark for further exploration on the impact SI can have at other HBCUs as well as how Black students are trained and supported in academic peer educator roles. Twelve SI leaders at Xavier University of Louisiana participated in interviews during the fall 2019 semester. The desire to help others and the position’s connection to their individual professional goals emerged as the primary themes when participants described what motivated them to serve in the SI leader capacity. Participants discussed the struggles of setting expectations and boundaries while serving in the SI role, as well as the positions of peer, friend, classmate, and leader when working with students in their SI sessions. Last, participants credited the SI leader position for helping them to develop and enhance the following skills: networking and relationship-building, communication, organization, emotional intelligence, critical and creative thinking, and leadership and teamwork skills. This study showed the what and how about SI peer educators are developing and enhancing themselves to graduate and professional schools and potential employers. More importantly, this study adds to the literature regarding students of color as the facilitators of the Supplemental Instruction program as most studies targeting the experiences of peer educators have been taken place at predominantly White institutions or samples. The results of this dissertation about SI leaders’ experiences at HBCUs can inform how training could better meet the needs of students of color as recipients and facilitators of peer educator programs. By presenting what peer leaders and SI programs at HBCUs are doing well, the findings can provide insight for peer education programs not accustomed to serving or hiring first-generation students and students of color effectively. This research contributes to addressing the gap in the literature regarding students of color serving in the peer educator role as well as showing the value of mentoring through academic peer education programs.
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Ramovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.
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Thesis (MPhil (Education Policy Studies))--University of Stellenbosch,2009.<br>ENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles.
With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership
This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning.
Keywords: leadership, management, schools, leadership styles, productive school culture.<br>AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek.
Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is.
Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun.
Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
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Cunha, Michele Lee. "Privacy Rights for Families and Children in K-12 Schools| A Mixed-Methods Study on the Effects of Perceptions of Educators on Implementation of the Family Educational Rights and Privacy Act (FERPA)." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843290.
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<p> In the 1960s and 1970s, there was an important issue in education that dealt with student privacy. Student education records were not accessible to parents, and important decisions were being made for the students without input from the parents. Based on this abuse, the Family Educational Rights and Privacy Act (FERPA) was signed into law. </p><p> The purpose of this study was to determine if site administrators and teachers from educational institutions understand how to enforce FERPA. This study assessed the site administrators’ understanding of FERPA via a survey with questions on the knowledge of FERPA, student data, and student/parent rights. The study also assessed the impact of providing FERPA training to site administrators with a pre- and post-test. Interviews were conducted with the teachers to gain an understanding of their knowledge of FERPA with questions on student confidentiality and student data. The methodology for this study was a mixed-methods approach that used a one-group pretest-posttest design for the quantitative research and was supplemented by the qualitative data. </p><p> The results presented in this study contribute to the research literature on the importance of being trained in FERPA to enforce compliance and protect student confidentiality and privacy. Although there was a small sample size, there were slight increases from the pre-test to the post-test, which reinforces the importance of being trained on FERPA.</p><p>
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Bastian, Scott P. "Beyond Recidivism| Learning with Formerly Incarcerated Men About Youth Incarceration." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722136.
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<p> Too often, the truth behind a phenomenon is not sought through the perspectives of the people who lived that phenomenon—“the masters of inquiry” into their own realities, as Paulo Freire (1982, p. 29) has explained. Voice is the most powerful, reliable medium for collecting data based on lived experiences, if we are to gain genuine insight into the phenomenon (Freire, 1982). Focusing on the lived experiences of four formerly incarcerated young men of color, this study gave each participant the space to not only recall specific events and times, but to critically reflect on their lives—becoming more critically aware of their individual journeys and constructing new knowledge of the injustices that relate to the school-to-prison pipeline, including recommendations for change. This study sought to answer the following research questions through the voices of the participants: (a) Based on their collective and individual journeys through the juvenile justice system, how do formerly incarcerated youth describe their experiences? (b) What recommendations do formerly incarcerated young men have for reducing youth incarceration and recidivism rates? The participants provided rich narratives that answered each research question with the expert knowledge that can only be derived from firsthand experience. Through careful analysis of the data, several major themes emerged, tying together the experiences of each participant with the findings from the literature. Each participant spoke passionately on not only the need for change, but also specific recommendations for change. It is the power of their poignant insights that ground conclusions offered in this study.</p>
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Pope, Nathan. "Hmong Parent Choice in Hmong Language Programs in Central Valley California." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788699.
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<p> This research explores Hmong parents’ choices and experiences in choosing district provided educational programs that provide instruction in Hmong language for their children. The study involved interviews with district employees who have created, implemented and/or teach in district provided Hmong language programs. These interviews were followed by focus group interviews with Hmong parents about the choices and experiences of district provided Hmong language programs. Findings were that administrators were deeply committed to providing Hmong language programs to serve students identity and to provide an additive model of bilingualism that promotes the students English language learning as well as mother tongue learning; Hmong parents are very worried about potential language loss of their children’s Hmong language and they are actively looking for more Hmong language opportunities for their children; parents are very happy with Hmong language programs provided by district and want to see those programs expanded.</p><p>
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Adams, Melanie Alicia. "Advocating for educational equity| African American citizens' councils in St. Louis, Missouri, from 1864 to 1927." Thesis, University of Missouri - Saint Louis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621146.
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<p> Whether in slavery or in freedom, African Americans understood the important role education played in their quest towards citizenship. As enslaved people, they risked their lives to learn to read and write so they would be prepared when freedom came their way. As free people, they continued to strive for an education that would move them beyond their prescribed station in life. Throughout the history of African Americans, they actively pursued their educational aspirations instead of patiently waiting for them to be granted. </p><p> The research associated with educational agency before and after the Civil War provides some insight into the ways African Americans worked towards liberation. From paying for their own teachers to building their own schools, African Americans are primary players in the narrative of educational advancements in the South. These stories of agency are in direct contrast to the stories of Northern philanthropists being responsible for African American education in the Southern states. Many of these narratives of African American agency are relatively new to the field and don't take into account border states such as Missouri. </p><p> This dissertation looks at African American educational agency in St. Louis, Missouri, a city in a state that was North enough to be in the Union, but South enough to permit slavery. Because of this dichotomy of ideology, Missouri is usually left out of discussions on issues of race and education because it did not neatly fit into a geographical region. Instead of asking how and why Missouri fit into the national narrative of African American education, such questions were merely a footnote, if they were mentioned at all. </p><p> Instead of viewing the duality of Missouri's state identity as something to be ignored, this dissertation views it as a challenge to propel the story of African American educational agency in St. Louis to center stage. Starting with the creation of an African American school board in the 1860s through the construction of Vashon High School in 1927, the story of African American agency is told through the lens of the citizens' councils that were organized to advocate for educational advancement. The men who comprised the citizens' councils worked tirelessly to insure that the educational dreams of former enslaved people were realized generation after generation.</p>
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Talbert, Rachel. "Urban American Indian Students Negotiating Civic Identity." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28259738.
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This critical participatory ethnographic study examines the negotiation of civic identity by urban Indigenous students in public high school social studies classes, a Native youth council, and the civic environment of a school in Washington State, where the Since Time Immemorial curriculum is mandated in social studies classes. Using Safety Zone and Tribal Critical Race theories to understand the experiences of students, stories from observations, participant interviews, and focus groups are employed as data. This study found that connections between students’ land/s and Nation/s, participation in service and activism with other Nation/s, a caring teacher, family civic connections, curricula that centers American Indian history and current events, and school were vital to these negotiations. These spaces were zones of sovereignty (Lomawaima & McCarty, 2014) forwarding survivance and self-determination for students. Student understanding of the Indigenous civic constructs of sovereignty, self-determination, dual citizenship and an understanding of federal Indian policy are explored as sites where they created and sustained their own civic identities inside and outside of school.
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Osman, M. Shariff. "Reading for Development: The Somali Rural Literacy Campaign of 1975." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330305397.
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Muffet-Willett, Stacy L. "Waiting for a Crisis: Case Studies of Crisis Leaders in Higher Education." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1290118943.
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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.<br>https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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O'Neil, Kathrine Pamela. "Case-based Lessons: A quantitative study of how case studies impact teacher efficacy for the application of principles of motivation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343172952.
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Adeeko, Omotayo O. "“What gets measured gets done”: An examination of policy implementation practices of charter school authorizers in Ohio." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563478788629993.
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Msengana, Nontobeko Winnie. "The significance of the concept "Ubuntu" for educational management and leadership during democratic transformation in South Africa." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1590.
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Barragan-Rebolledo, Fausto Jr. "The exploration of information about the knowledge of LGBTQ issues among elementary school principals." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572791.
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<p>Media outlets have propagated news about teen suicides resulting from bullying and harassment because of perceived or identified sexual orientation and gender identity. However, the issues of bullying and harassment based on sexual orientation and gender identity are rarely addressed at the elementary school level because of limited resources, little training, and low incidences of such reported events. </p><p> The purpose of this study was to explore the attitudes and knowledge of elementary school principals in one Southern California school district regarding LGBTQ-related issues and to identify the requirements principals deem necessary in order to create a safe learning environment for LGBTQ students. The study relied on two sources of data, including a survey and individual interviews. After data was gathered, it was analyzed to determine common themes among participants. </p><p> Three major themes emerged from the qualitative study that connected principals' experiences and attitudes regarding the integration of LGBTQ topics in the school curriculum and LGBTQ bullying at the elementary school level. The themes included a) affirmative views that personal backgrounds influenced attitudes regarding LGBTQ issues, (b) adequate or sufficient education not provided for principals at the school district level, and (c) elementary school environments were not safe learning environments for students who identify as or are perceived to be LGBTQ. </p><p> Based on the findings of this qualitative study, three recommendations were made to assist principals in their efforts to create safe learning environments for LGBTQ elementary school students and to integrate LGBTQ topics into the classroom. These recommendations included, (a) provide elementary school principals with professional development opportunities on LGBTQ topics, (b) educate parents on LGBTQ issues, and (c) include information on LGBTQ bullying and harassment in school discipline policies and safe schools plans. </p><p> Elementary school principals are not provided with sufficient professional development and resources to address the issues of bullying of LGBTQ students or the integration of LGBTQ topics into the instructional program. This study contributed to the extant body of literature that exists to support school leaders in providing LGBTQ students with safe learning environments and information on the integration of LGBTQ related topics into the school curriculum. </p>
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Custer, Bradley Dean. "Students with Felony Convictions in Higher Education: An Examination of the Effects of Special Admissions Policies on Applicants and on Campus Communities." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1334679996.
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Terblanche, Marietha. "Die deelnemende leierskapstyl van die departementshoof as komponent van personeelontwikkeling." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71811.
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Thesis (MEd)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: The greatest challenge facing the Head of Department is how to successfully manage change. Since 1994 a plethora of changes have taken place in Education. Increasingly schools are being held responsible for every aspect of education. The department is the most appropriate and most important unit for change to provide sustaining quality teaching to learners. The Head of Department is the key to the development of a department or phase at school level. The responsibility of the Head of Department is to develop staff members and to ensure that learners are exposed quality teaching and learning. The Head of Department finds himself/herself in a unique position in that he/she is both a manager of managers and a leader of leaders. The HOD is seen as the driving force of the improvement of the learning process at school. The need for distributed leadership is clear because of the complexity of the management of a school. More staff members are required to lead and the extension of leadership leads to the development of educators.
The aim of the study was to analyse and describe what the role of the distributed leadership style of the HOD plays in the development educators and the provision of sustainable quality teaching to all learners. I wanted to determine how educators and the HOD experience the distributed leadership style and to determine if the it enables the HOD to carry out the expected duties using this leadership style. I wanted to determine the appropriateness of distributed leadership and to explore the challenges in the execution of this leadership style by the HOD.
The roles and responsibilities of the HOD and the accompanying challenges with the implementation of a distributed leadership style were explored. The experiences, interpretation and the perspectives of the HOD and the educators of the Head of Department’s distributed leadership style were analysed and described. The problem was investigated on the basis of the Head of Department and teachers’ personal experiences and opinions. The result will be of a descriptive, interpretive and analytical nature. The study had a qualitative perspective in the research approach and the research methods were used within an interpretative framework. The research methods that I used in this study were conceptual analysis and interviews. Data was collected through semi-structured interviews. The research findings generally indicated that with more distributed leadership style educators within the department or phase are given an opportunity to make contributions, to develop and to grow in self-confidence. Staff development is visible in the department to deal with the complexity of the education profession. Distributed leadership offers growth and development opportunities for individuals and the department to provide sustainable quality teaching to all learners.<br>AFRIKAANSE OPSOMMING: Die grootste uitdaging vir die departementshoof is om verandering suksesvol te bestuur. Vele veranderinge in die onderwysberoep het sedert 1994 plaasgevind. Skole word al hoe meer verantwoordelik gehou vir elke aspek van opvoeding. Die departement is die belangrikste en gepaste eenheid vir verandering om volhoubare gehalte onderrig aan alle leerders te verskaf. Die departementshoof is die sleutel tot die ontwikkeling van ‘n suksesvolle departement en ‘n skool. Die departementshoof het die taak om die personeel te ontwikkel en kwaliteit onderrig en leer te verseker aan die leerders. Die departementshoof word blootgestel aan vele uitdagings om kwaliteit onderrig en leer te verseker. Die departementshoof bevind hom in ‘n unieke posisie dat hy ‘n bestuurder van bestuurders is en ‘n leier van leiers is. Die departementshoof word gesien as die dryfveer en dus die sleutel tot die verbetering van die leerproses by die skool. Die behoefte vir deelnemende leierskap is sigbaar weens die kompleksiteit van die bestuur van ‘n skool, meer personeellede word benodig en die verspreiding van leierskap lei tot die ontwikkeling van opvoeders.
Die doel van die studie was om die rol wat die deelnemende leierskapstyl speel vir die departementshoof om opvoeders te ontwikkel om volhoubare gehalte onderrig te verskaf aan alle leerders te analiseer en beskryf. Ek wou vasstel hoe die opvoeders en die departementshoof die deelnemende leierskapstyl ervaar en die departementshoof instaat is om verwagte pligte uit te voer met ‘n deelnemende leierskapstyl. Ek wou die geskiktheid van die deelnemende leierskapstyl bepaal en die uitdagings in die uitvoering van die deelnemende leierskapstyl deur die departementshoof verken.
Die pligte en rolle van die departementshoof en die gepaardgaande uitdagings met die uitleef van ‘n deelnemende leierskapstyl is verken. Die departementshoof en opvoeders se belewenisse, interpretasie en hul perspektief van die departementshoof se deelnemende leierskapstyl is geanaliseer en beskryf. Die probleem is ondersoek aan die hand van die departementshoof en opvoeders se persoonlike ervarings en opinies. Die resultaat sal beskrywend, interpreterend en ontledend van aard wees. Die navorsingstudie het ‘n kwalitatiewe perspektief beslaan in die navorsingsbenadering en navorsingsmetodes gebruik binne ‘n interpretatiewe raamwerk. Die navorsingsmetode wat ek in hierdie studie gebruik het, was konseptuele analise en onderhoude. Data is versamel deur semi-gestruktureerde onderhoude. Die navorsingsbevindinge het in die algemeen daarop gedui dat met ‘n deelnemende leierskapstyl die opvoeders van die departement geleentheid gegee word om ‘n bydrae te maak, te ontwikkel en te groei in selfvertroue. Personeelontwikkeling is sigbaar in die departement om die kompleksiteit van die onderwys-professie te hanteer. Deelnemende leierskap bied groei en ontwikkelings-geleenthede vir die indiwidu en die departement om volhoubare gehalte onderrig aan alle leerders te verskaf.
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Georgiou, Emilia. "Constructions of cultural diversity and intercultural education : critical ethnographic case studies of Greek-Cypriot primary schools." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31060.
Full textAbstract:
This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.
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Beati, Nada Y. "Smaller class size, tutoring, physical education, and professional development: Perception of Saudi Arabia female teachers for improving the academic achievement of Saudi Arabia high school girls." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/214.
Full textAbstract:
The Kingdom of Saudi Arabia, KSA, has invested ample resources to boost and enhance the environment and the outcome of its educational system. Using AlGodorat and AlTahsili, standardized tests used to evaluate students’ knowledge and skills, as a measurement to find discrepancies between girls and boys performance on these tests. This study investigated class size, tutorials, physical education and professional development as possible ways of improving the performance of Saudi Arabian girls. Further, the study conducted a survey targeting girls’ high school teachers in Saudi Arabia to get more prospective, opinions, and inclinations toward implementing these methods. Moreover, the study included recommendations for policy makers and leaders in the Kingdom of Saudi Arabia. The study found the majority of teachers were in favor of implementing these methods. Furthermore, we were able to find a correlation between teachers’ ages, locations, and experiences and their prospective toward these methods of improvement.
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Polk, Michele E. "Gender and generational differences in the self-ratings of leadership practices by elementary school administrators within four Florida counties." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001257.
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Chiasson, Mary Shannon C. "Site Visitation: School Leaders' Perceptions of a Diagnostic Tool for School Improvement." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1908.
Full textAbstract:
This case study explored the use of site-visitation as a diagnostic tool for school improvement. Nine charter schools in New Orleans were selected for the study. Based on qualitative research and systems theory, a within- and cross-case analysis of nine semi-structured interviews with school leaders were conducted. The school leaders’ experiences with the state-run site-visitation model and their use of the findings for school improvement was explored. The findings led to the development of a hybrid accountability model that encompasses the components school leaders believe will lead to school improvement. This study aims to assist educators, policy makers, and researchers to better understand site-visitation and its role in school improvement.
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Garcia, Leyda W. "Unaccompanied Youth in Our Public Schools and Our Opportunity to Lead for Emancipatory Practices (Jóvenes no acompañados en nuestras escuelas públicas y nuestra oportunidad para liderar prácticas emancipatorias)." Digital Commons at Loyola Marymount University and Loyola Law School, 2021. https://digitalcommons.lmu.edu/etd/994.
Full textAbstract:
Unaccompanied youth are migrant children who travel by themselves to the United States, mostly from Central America and Mexico. Since 2014, more than 200,000 unaccompanied youth have entered the United States, with approximately 28,000 residing in Los Angeles, California (U.S. Customs and Border Protection [CBP], CBP 2018, 2019, 2020, 2021a, 2021b). Hundreds of these young migrants have enrolled in public schools (Pierce, 2016). Schools seek adequate and effective ways to support these students’ complex needs and aspirations. Within the body of research about this sub-group of immigrants there is a significant absence of the voices of unaccompanied youth themselves, which results in limited knowledge and uninformed school policy responses. This study employed Critical Race Theory (CRT) as a theoretical framework and Youth Participatory Action Research (YPAR) as a methodology to foreground youth agency in capturing counter-narratives that accurately depict the school experiences of unaccompanied youth who find themselves at the intersection of race, gender, immigration status, migration, and class. The questions guiding this study were: How do unaccompanied youth, in the role of youth co-researchers describe, experience, and make meaning of educación at a justice-focused high school in Los Angeles? and (b) How can the epistemology of unaccompanied youth inform practices and policies, to ensure a socially-just education, against the backdrop of an anti-immigrant climate? YPAR is built on the idea that young people have the capacity to conduct research, generate new knowledge, and create transformational social change. This research study built on the epistemology of unaccompanied youth to inform and generate affirming and emancipatory educational practices with youth as agents of knowledge creation. This study provides the field with first-hand information that can be shared in the educational community.
Abstract (Spanish)
Los jóvenes no acompañados son niños migrantes que viajan solos a los Estados Unidos, principalmente desde Centroamérica y México. Desde 2014, más de 200,000 jóvenes no acompañados han ingresado a los Estados Unidos, y aproximadamente 28,000 residen en Los Ángeles, California (U.S. Customs and Border Protection [CBP], CBP 2018, 2019, 2020, 2021a, 2021b). Cientos de estos jóvenes migrantes se han matriculado en escuelas públicas (Pierce, 2016). Las escuelas buscan formas adecuadas y efectivas de apoyar las complejas necesidades y aspiraciones de estos estudiantes. Dentro del cuerpo de investigación sobre este sub-grupo de inmigrantes hay una ausencia significativa de las voces de los propios jóvenes no acompañados, lo que da como resultado un conocimiento limitado y respuestas políticas escolares desinformadas. Este estudio empleó la Teoría Crítica de la Raza (CRT) como marco teórico y la Investigación de Acción Participativa Juvenil (YPAR) como una metodología para poner en primer plano la agencia juvenil en la captura de contra-narrativas que representan con precisión las experiencias escolares de los jóvenes no acompañados que se encuentran en la intersección de la raza, género, estatus migratorio, migración y clase. Las preguntas que guiaron este estudio fueron: ¿Cómo los jóvenes no acompañados, en el papel de co-investigadores jóvenes, describen, experimentan y dan sentido a la educación en una escuela secundaria centrada en la justicia social en Los Ángeles? y (b) ¿Cómo puede la epistemología de los jóvenes no acompañados informar prácticas y políticas para garantizar una educación socialmente justa, en el contexto de un clima anti-inmigrante? YPAR se basa en la idea de que los jóvenes tienen la capacidad de realizar investigaciones, generar nuevos conocimientos y generar un cambio social transformador. Esta investigación se basó en la epistemología de los jóvenes no acompañados para informar y generar prácticas educativas afirmativas y emancipadoras con los jóvenes como agentes de creación de conocimiento. Este estudio proporciona al campo información de primera mano que se puede compartir en la comunidad educativa.
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Buenaventura, Ronald S. "Emerging perceptions and perspectives of Filipino American middle school students." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643008.
Full textAbstract:
<p> The purpose of this study is to explore (a) issues perceived by Filipino American middle school students in the Los Angeles area of Southern California as having an adverse impact on their educational experience and cultural identity; (b) ways in which students have personally mediated these issues; and (c) student perspectives related to the types of programs and activities believed to have the most positive impact on the educational experience and cultural identity development of Filipino American middle school students. </p><p> The middle school experience within the Los Angeles area of Southern California has provided Filipino American students with a standard-based curriculum and school-based activities for learning. However, the school curriculum and school-based activities limits opportunities for Filipino American middle school students to deepen their knowledge of Filipino American education experiences and cultural identity development. Therefore, there is a tremendous opportunity to explore the educational experiences and cultural identity development of Filipino American middle school students in Southern California area of Los Angeles. </p><p> The literature has revealed that Filipino American students who graduate from public schools enter postsecondary education unprepared and academically challenged. Further review of the literature has revealed that little research has been done to determine the issues perceived by Filipino American middle school students, how they mediate issues, and what types of programs and activities have the most positive impact on their educational experience and cultural identity development. </p><p> This study explored the lived experiences of 16 Filipino American middle school students within the Los Angeles area of Southern California. The top seven topics that emerged included racial discrimination, drama, talk & dialogue, problem solving, community programs, impact of Filipino club, and club activities. Findings support the need for Filipino American students to have (a) participation in culturally relevant activities, (b) contact with knowledgeable Filipino American teachers, (c) participation with community-based activities that allow them to dialogue and reflect on their experiences, and (d) involvement in cultural celebrations at school. Filipino American middle school students rely and benefit from programs and activities that will prepare them culturally in the school and community as they progress toward postsecondary education.</p>
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Takano, Kaori. "Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967.
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Correa-Cespedes, Blanca. "Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2453.
Full textAbstract:
Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children.
There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy.
A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education.
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Perez, Esther Lorraine. "Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/206.
Full textAbstract:
Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants’ perception of students with disabilities as inferior, and how retention as punishment asserts the school’s power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.
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Murphy, Erin K. "Female Adolescent Body Image and Success at School: A Grounded Theory Approach to Administrative Best Practice." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1304961009.
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Hatten, Adriennie Yvette. "COMMON FACTORS THAT AFRICAN AMERICAN ADULTS ATTRIBUTE TO THEIR GRADUATION FROM A PREDOMINANTLY AFRICAN AMERICAN MIDWESTERN SCHOOL DISTRICT: A CASE STUDY." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1306954142.
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Anderson, Maria Alana. "Implicit Inclusion Is Not Enough: Effectiveness of Gender Neutral Housing Policies on Inclusion of Transgender Students." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306159926.
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Howard, Arianna. "ILLUMINATING PRACTICES OF EDUCATIONAL CARE AMONG FEMALE AFRICAN AMERICAN CAREGIVERS." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480516735305684.
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Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced
Certificate: School leadership that was introduced in 2007 by the National Education
department as an entry qualification in the school principalship. The Advanced Certificate in
Education: School Leadership is aimed at capacitating school leaders to address the
challenges experienced by school principals.
The primary objective of this study was to investigate whether the mentorship component of
the course is experienced as a form of social learning by the candidates. To achieve this
goal, open-ended questions were prepared and administered during semi-structured
interviews with the school principals who have been mentored within the ACE programme.
The interviews were conducted to ten (10) participants including principals, deputy principals
and heads of departments (school level) within the Gert Sibande District (Mpumalanga
Province).
The investigation highlighted that principals do indeed experience mentoring as a form of
social learning. This was confirmed by the statements given by the interviewed principals that
their learning was based on learning from each other through observation and engagement
as well as through their mentors. This learning is confirmed by Bandura’s Social Learning
Theory (1977) which suggests that learning takes place through observation and positive
behaviour of the mentor.
Based on the findings, the main recommendations were that mentorship, as social learning,
should be extended to all school leaders and ultimately to school educators, that a mentoring
unit should be based at each district office, that the selection of mentors should be carried
out carefully so that protégés could benefit maximally and that the period of mentoring should
go beyond merely being a component of an academic course.<br>AFRIKAANSE OPSOMMING: Mentorskap as ‘n professionele ontwikkelingstrategie vorm ‘n integrale deel van die
Gevorderde Onderwyssertifikaat: Skoolleierskap wat in 2007 deur die Nasionale
Onderwysdepartement as ‘n toetree-kwalifikasie vir skoolhoofde ingestel is. Die Gevorderde
Onderwyssertifikaat: Skooleierskap is gerig op die kapasitering van skoolleiers om die
uitdagings wat die posisie van Skoolhoof meebring aan te spreek.
Die primêre doelwit van die studie was om vas te stel of die mentorskapkomponent van die
kursus deur kandidate as ‘n vorm van sosiale leer ervaar word. Om die doel te bereik is
oopvrae voorberei en geadministreer tydens semi-gestruktureerde onderhoude met
skoolhoofde wat as deel van die Gevorderde Sertifikaat: Skoolleierskapkursus gementor is.
Die onderhoude is gevoer met tien skoolhoofde, adjunkhoofde en departementshoofde van
die Gert Sibande distrik (Mpumalanga).
Die ondersoek het aan die lig gebring dat skoolhoofde wel die mentorskapproses as ‘n vorm
van sosiale leer ervaar. Hierdie aspek is bevestig deur die respons van skoolleiers dat hulle
van mekaar geleer het deur observasie en braadslaging asook deur die modelering van
mentors. Diè vorm van leer strook met Bandura se Teorie van Sosiale Leer (2007) wat die
idée onderskryf dat leer plaasvind deur observasie en modelering van positiewe gedrag van
die mentor.
Gebaseer op die bevindinge is die hoof aanbevelings wat in die studie gemaak word dat
mentorskap, as sosiale leer, uitgebrei behoort te word na alle skoolleiers en uiteindelik na
alle onderwysers, dat ‘n mentorskapeenheid by elke distrik gebaseer behoort te word, dat die
keuring van mentors omsigtig moet geskied sodat protégés maksimaal voordeel trek en dat
mentorskap verder moet strek as bloot ‘n komponent van ‘n akademiese kursus.
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Sarr, Ousainou. "Leadership and Organizational Policies for Sustainable Development in The Gambia: Perspectives of Leaders of Public Institutions on the Role of Capacity Building." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617365947816379.
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Williams, Sydney. "New principals as agents of change." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71768.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: This thesis focuses on the critical role of the new principal as agent of change. “New principal” in this context is a principal who has been at a specific school for between one and five years. He or she may have been promoted from a post at the same school or have been a principal at another school beforehand. The thesis highlights the tangible changes these principals made during their time at these schools, from raising the morale of educators, to improving academic results of learners, to increasing the level of involvement of parents as well as community members.
The literature survey focuses on change in school contexts where urgent and far reaching change is necessary. It shows how complex the process is and the various stages that are involved. The literature underlines that change and resistance are sides of the same coin. It seems that successful change requires that the principal as an agent and initiator of change has a clear set of strategies to handle the inevitable resistance to the process. The literature review also explores the different stages of resistance and the considerations necessary to ensure that the change process leads to a peaceful conclusion that benefits the school as a whole.
The main collection instrument used in this qualitative research is a semi-structured interview on the theme of change. The study uses the narratives of four principals, two from secondary schools and two from primary schools from dysfunctional and low-performing schools that emerged, to explore the reasons for their success. Findings show all these ‘new’ principals were at schools affected by socio-economic factors that had a negative effect on the academic results of learners. The attempts these principals made were initially met with resistance, particularly from educators who had been at the school for some time, who did not see any need to make changes at the school. It seems the findings show that the principals in this study always had an appropriate strategy to deal with the situations that arose. This makes them truly transformational leaders, i.e. leaders with the necessary expertise who can enable their followers to perform better than they thought they could and work for the good of the institution rather than their own self-interest. These are the type of leaders that schools need to make our education system as effective as it needs to be. In the interests of making dysfunctional or poorly performing schools a better place of teaching and learning for all learners and educators, further research should build on the work done here. Particular attention should be given to the management style of effective school such as the new principals at these particular schools. This will provide us with better academic “lenses” to observe the necessary passion and commitment with which these changes are made, and the ways in which principals are able to endure and overcome any resistance to change.<br>AFRIKAANSE OPSOMMING: Hierdie tesis fokus op die kritieke rol van die “nuwe prinsipaal (skoolhoof) as agent van verandering”. “Nuwe prinsipaal” in hierdie konteks bedoel prinsipaal is ''n persoon wat tussen een en vyf jaar by n spesifieke skool was. Hierdie persoon kan in hierdie pos as prinsipaal by hul hiudige skool bevorder geword het, of as prinsipaal by n ander skool in die pos as prinsipaal gewerk het. Hierdie tesis bring na vore die sigbare veranderings wat hierdie prinsipale aangebring het gedurende hul termyn by hierdie skole, van die opheffing van die moreel van onderwysers tot die verbetering van die akademiese uitslae van leerders, tot beter betrokkenheid van ouers en gemeenskaplede by die skool.
Die literere navorsing fokus op verandering binne die skool konteks waar dringend en vergaande verandering 'n noodsaaklihheid geword het. Dit bewys die komplekse aard en die verskillende stadiums verbind daarmee. Die literatuur beklemtoon die feit dat verandering en weerstand twee kante van dieselfde muntstuk is (gaan saam). Dit blyk suksevolle veranderings verg van die prinsipaal as agent en inisieerder van verandering, duidelike strategiee om die onafwendbare of onvoorspelbare weerstand te bestuur in die proses. Die literere oorsig ondersoek die verskillende stadiums van weerstand endie nodige vermoens om die proses van verandering te ondersteun, en tot voordeel van die skool as geheul te bevoordeel.
Die vernaamste instrument wat in die kwalititiewe navorsing gebruik is, was n semi-struktuere onderhoud gebaseer op die tema van verandering. Hierdie studie gebruik die verhalende aard van die vier prinsipale, twee van sekondere skole, en twee van primere skole, almal van disfunktionele en lae-voerende skole, wat die rede vir hul sukses bepaal het. Bevindings wys dat al die “nuwe prinsipale” by skole was wat beinvloed was deur sosio-ekonomiese faktore wat 'n negatiewe uitwerking gehad het op die akademiese uitslae van leerders. Die pogings van die prinsipale was aanvanglik met weerstand gepaard gegaan, veral van opvoeders wat vir 'n aantal jare by die skool was, en nie die nodigheid vir veranderings gesien het nie. Bevindings in die studie toon dat die prinsipale altyd gereed was met die gepaste strategie om die situasie te hanteer. Die het van hulle ware transformele leiers gemaak, m.a.w. leiers met die nodige vaardighede, wat hulle in staat gestel het om hulle volgelinge bemagtig het om beter te doen as wat hulle gedink het hulle in staat was, en gewerk het tot die voordeel van die skool as instansie en nie tot hulle eie belange as prinsipale nie. In die belange en voordeel om van disfunksionele of swak akademiese skole 'n beter plek van onderrig en opvoeding vir alle leerders en opvoeders te maak, word voorgestel dat verdere navorsing onderneem word. Daar moet veral gefokus word op, die bestuursstyl van geaffekteerde skole soos die nuwe prinsipale van hierdie spesifieke skole. Dit sal ons met beter akademiese lense toerus om die nodige passie en toegewydheid te observeer waarmee hierdie veranderings gemaak was, en die maniere waarmee die prinsipale gevolhard het teen die stryd om weerstand teen te staan in die proses tot verandering.
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Johnson, Benjamin A. "Fundraising and Endowment Building at a Land Grant University During the Critical Period, 1910-1940: The Failure of Ohio State." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386057443.
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Gautreaux, Madge L. "The Children's Internet Protection Act and E-Rate Policies in Louisiana| A Comparison of Policy Interpretations in Region III and Their Impact on Learning Opportunities of Secondary Students." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615288.
Full textAbstract:
<p> In 2000, President Bill Clinton enacted the <i>Children's Internet Protection Act</i> (CIPA) which requires all K-12 schools and publicly funded libraries to use Internet filters to protect children from pornography and other obscene or potentially harmful online content as a stipulation for receiving E-Rate funding. The varying interpretations of CIPA and E-Rate guidelines may impact the learning opportunities of secondary students. </p><p> The purpose of this study was to examine the interpretations of federal policy (CIPA), state policy (La. Rev. Stat. Ann. §17:100.7), and district policy on E-Rate funding as related to Internet filtering and secondary student learning opportunities in Region III school districts in Louisiana. The works of Heins (2001, 2003, 2006), Cho (2001, 2003, 2006), Feldman (2006), and Willard (2000, 2003), leading researchers in the fields of Internet safety and Internet filtering, were reviewed so that the issues surrounding Internet filtering and opportunities for student learning could be better understood. </p><p> Using a mixed methods research approach, the researcher explored state interpretations of the<i>Children's Internet Protection Act</i> through examining Louisiana's PreK-12 Educational Technology Standards. Through interviews and administration of the American Association of School Librarians (AASL) survey on Internet filtering, district interpretations were solicited. Following survey administration, the researcher led two focus groups to solicit perceptions of district technology personnel and secondary teachers on the impact of Internet filtering on student learning opportunities at the secondary level. Follow-up interviews were also conducted to garner further information on policy interpretations and perceptions. Findings from this study shall serve as a resource for participating districts to ensure maximum opportunities for all students to learn in the 21<sup>st</sup> century. </p>
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Alfattal, Eyad. "GLOBALIZATION, INTERNATIONALIZATION, MARKETING, AND COLLEGE CHOICE: KEY FACTORS AFFECTING INTERNATIONAL STUDENTS’ MOBILITY." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/494.
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While globalization, internationalization, and marketing in higher education were intensifying with an inexorable veracity, little was known about the strength of factors and the dynamics by which those factors that affect international students’ mobility operated. Previous studies used different and overlapping theoretical models, and findings were inconsistent and, in some cases, contradictory. The objective of the present study was to investigate what influenced international students’ choices to study at a comprehensive college in southern California, as well as, explore and propose a new combined conceptual model that could explain international students’ cross-national mobility. A two-phase explanatory sequential mixed methods design was employed. The first phase was quantitative, where data on 52 observed variables was collected from 618 international students. Findings suggested that international students were motivated to leave their home countries most strongly by their desires for personal fulfillment. It was also found that the quality of the United States education, as well as, the college reputation of quality, were the most important variables that affected students’ destination choices. Findings from Exploratory Factor Analysis (EFA) advanced a four-factor solution that consisted of Quality, Affordability, Access and Peace. Comparisons between population groups within the sample using Multivariate Analysis of Variance found that consideration of Access was more important to non-degree students. Conversely, Peace was more important to undergraduate and graduate students. Moreover, Peace was more important for Middle Eastern students, while Affordability and Access were more important for Asian students. Finally, Quality was more important to male international students. The quantitative phase of the study was followed by a qualitative one that employed transcendental phenomenological procedures. In-depth interviews with 11 international students were conducted. Qualitative findings supported and explained quantitative ones. Furthermore, two additional common sources of influence emerged, Becoming Somebody and Moving from the Familiar to the Unfamiliar. These, together with the four-factor domains identified by EFA, helped conceptualize the international student mobility model proposed in this study.
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Arnolds, David. "Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79941.
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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>AFRIKAANSE OPSOMMING: Die interpretering van beleid en die toepassing daarvan in die werkplek was nog altyd ’n
aanvegbare aspek, omdat beleid nie ’n geslote entiteit is nie en dus oop is vir verskillende
interpretasies deur die toepassers van beleid. Die aanvegbaarheid van beleid kan duidelik
waargeneem word met die toepassing van die Nasionale Assesserings Beleid van 1998 op
die Suid-Afrikaanse skoolgemeenskap. In hierdie trant is die hoofdoel van my studie om
ondersoek in te stel na die implikasie wat die toepassing van beleid rakende die klassifikasie
van primêre skole as onderpresterende skole op die skole se skoolkultuur,het en hoe
sommige onderwysers teenoor so ‘n klassifikasie reageer.
Met hierdie studie wil ek ’n interpreterende ondersoek loods na die vraag: “Hoe beleef
onderwysers hul skoolkultuur nadat hul skole deur die Wes-Kaapse Onderwys Departement
as onderpresterende skole klassifiseer is. Ek beskou dit as ’n belangrike vraag vir ondersoek
omdat die literatuur rakende skoolkultuur en skool prestasie daarop dui dat hierdie twee
aspekte as kritieke elemente beskou word in die skoolopset. Om hierdie rede ondersoek ek
hierdie verskynsel in my onmiddelike skool omgewing om begrip te toon vir die wedersydse
invloed wat hierdie elemente op mekaar het. Hierdie vraag word beredeneer teen die
agtergrond van Suid-Afrika se deelname aan toetse van die ligame van internasionale
akademiese prestasies en die onbevredigende uitlae wat tydens die deelname aan hierdie
toetse verwerf is. Vanuit nege en dertig deelnemende lande het Suid -Afrika laaste geëindig.
Ek loods my studie vanuit ’n kwalitatiewe interpreterende ondersoek aan drie laerskole en
nege geselekteerde opvoeders oor die prestasie wat die Intermediëre Fase (graad ses)
verwerf het in die aanname en inwerkingstelling van die Sistemiese Evalueringstoetse vanaf
2007 tot 2010 in Geletterdheid en Wiskunde as ’n uitvloeisel van die Nasionale Assesserings
Beleid van 1998. Ek doen ’n beleidsanalise voortspruitend uit ’n historiese oorsig en konteks
van skool en prestasie verskille wat in die onderwysopset aangetref word. My fokus is egter
op die onderwysers se respons as gevolg van die klassifikasie van hul skool as ’n
onderpresterende skool. Hierdie ondersoek word ingestel deur gebruik te maak van semi
gestruktureerde onderhoudvoering met respondente van drie steekproefskole en ’n
vergelyking van sistemiese toets uitslae en interne evaluerings uitslae. Vanuit die verkennende analises en die literatuur is gevind dat skoolkultuur ’n
deurslaggewende bepaler in terme van leerderprestasie is. Waar skoolkultuur in presterende
skole positief bydra tot die prestasie en werklewering van die skool, is dit ’n negatiewe
determinant by die onderpresterende skole. Dit volgens Fleisch dui daarop dat die Suid-
Afrikaanse onderwysopset nog steeds in twee afdelings fungeer naamlik die presterende
voorheen bevoordeelde skole en aan die anderkant die onderpresterende voorheen
benadeelde skole. Die onderwysers het ook gevoel dat hierdie aspek buite rekening is
gelaat met die implementering van die sistemiese toetse en die gevolglike klassifikasie van
die skole.
Tydens die uitvoering van die studie het ek gevind dat die respondente van die
deelnemende skole saamgestem dat ’n positiewe skoolkultuur leerderprestasie positief kan
beïnvloed. Hulle het erken dat hulle in gebreke gebly het om ‘n positiewe skoolkultuur te
ontwikkel en te handhaaf. Ek eksploreer die respondente se uitleef van hul skoolkultuur,
magsverhoudinge en konseptualisering van hul identiteit aan die hand van hul gegewe
klassifikasie. In die ondersoek het ek bevind dat daar ’n negatiewe skoolkultuur heers by
skole wat as onderpresterende skole geklassifiseer is. Hierdie negatiewe skoolkultuur het
ook veroorsaak dat onderwysers ’n probleem ondervind het met die magsverhouding wat
daar bestaan het tussen hulle en die Onderwys Department. Hulle het dit gesien as ’n “top
down” verhouding waarin hulle geen inspraak het nie. ’n Verdere uitspruitsel uit die
negatiewe klassifikasie van die skool het daartoe gelei dat die onderwysers ’n negatiewe
siening van hul identiteit as onderwysers ontwikkel het.
Vanuit die literatuur wat handel oor die herstel van onderpresterende skole, stel ek die
moontlikheid van die toepassing van transformasionele leierskap wat geimplementeer kan
word in die bestuur van die deelnemenende skole as een van die strategieë om vanuit hul
klassifikasie van onderprestering te kom.
Hierdie navorsing het ten doel om die onderwysers se belewenis van hul skoolkultuur te
weergee nadat hul skole geklassfiseer is as onderpresterend as gevolg van
beleidstoepassing deur die Wes – Kaapse Onderwys Departement.<br>ENGLISH ABSTRACT: The interpretation and application of policy in the workplace will always be a contentious
issue, because policy is not a closed entity but is open to different interpretations by its
users. This contentiousness of policy is clearly illustrated with the application of the National
Assessment Policy of 1998 on the education community of South – Africa. Along these lines
my study will try to address the question: “How do teachers in underperforming schools give
meaning to their school culture after their schools have been classified as underperforming
schools by the Western Cape Education Department?” I see it as a very important question
as it explores the interrelationships between school culture and school performance. These
two elements are regarded as critical elements that can either create a positive or a negative
school environment. And in that sense I want to have an understanding of its influence in my
immediate school environment.
This question is being argued against the backdrop of South - Africa’s participation in the
tests of international bodies of academic performance where the country performed poorly.
From thirty nine participating countries, South Africa achieved the lowest mean test score.
My study is piloted in a qualitative interpretive enquiry at three different primary schools and
nine pre- selected teachers in connection with the results obtained from the systemic
evaluation tests which was administered in the intermediate phase (grade six) from 2007 up
to 2010 in the learning areas Literacy and Numeracy. The Systemic Evaluation Tests stems
from the National Assessment Policy of 1998 and was conducted as a measure to ensure
the success of the learning centers and to improve learning systems. In this study I am
conducting an analysis of education policy and also giving a historical overview of
educational differences of schooling in South Africa. The focus however is on the teachers’
response as a result of their schools’’ being classified as underperforming schools. I am
employing semi - structured interviews and do a comparison of the systemic results and the
results obtained from the continuous assessment of the different schools.
From the analyses and a study of the literature I found that school culture plays a defining
role in learner performance. I also found that school culture can act as a positive enhancer in
performing schools and can also act as a deterrent in underperforming schools. The results obtained from the systemic evaluation also shows that the South African education system
still comprises of two separate education systems according to Fleisch. He holds the notion
that there are the performing previously advantaged schools and the underperforming
previously disadvantaged schools. The teachers felt that no consideration was given to the
impact that the negative school culture and the impact of the environment could bear on the
performances of the learners from the underperforming schools. My respondents
acknowledged that a positive school culture could enhance learner performances and also
conceded that they neglected to build and maintain a positive school culture. I then explore
how my respondents gave meaning to their school culture, conceptualize power relations
and identity formation after being classified as underperforming schools.
In my study I found that there is a negative culture present in the underperforming schools.
And it negatively influences the conceptualization of the teachers of the power relationship
between them and the Education Department. They see the power relation as “top down”
and something in which they have no say in. Due to the negative relationship between the
teachers and the Education Department, the teachers also experiencing difficulties in dealing
with their own identity as they view themselves as underperforming teachers as a result of
the classification of their schools.
Dealing with the literature regarding the rehabilitation of underperforming schools, I explore
the possibility of employing Transformational Leadership as a strategy to deconstruct their
image of underperformance. This research aims to show how teachers give meaning to their
school culture after their schools were classified as underperforming due to policy
applications by the Western Cape Education Department.
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Elizarni, FNU. "Gender, Conflict, Peace: The Roles of Feminist Popular Education During and After the Conflict in Aceh, Indonesia." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605018870170842.
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Gonyer, Howard A. "An Examination of Bias Incident Response at Postsecondary Institutions." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510743502972263.
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Shearer, Sarah E. "ArchiTECHture: Rebuilding the Traditional University for the 21st Century." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1198.
Full textAbstract:
This senior thesis is an examination of the major complexities and considerations encountered in developing an e-learning program. In light of the changing landscape of higher education resulting from technological advancement, combined with changing pedagogies and financial pressures, traditional institutions are under heightened scrutiny and most in need of innovation. Online learning as been proposed as a solution to many of these issues, but creating a successful program is no small feat. Furthermore, experimental research on specific course designs and delivery often fails upon real-world implementation. Looking through the lens of Design-Base-Implementation Research (DBIR), an emerging research model that seeks to rectify this inefficiency, this thesis will first affirm the crucial need for active leadership throughout the development and implementation process. Analysis will then turn to the most pertinent elements administrators must address, including the motivations and catalysts for innovation, funding, faculty engagement, IT support, course design and project evaluation; in keeping with DBIR methodology, each of these considerations will take different forms and require alternative courses of action based on the unique institutional attributes and circumstances. Finally, the exploration will culminate in reasserting the urgency for innovation in higher education, and concluding that a uniform “solution” will not only be pragmatically impossible but also detrimental to both institutional legacy and student education: a quality and sustainable program necessitates due diligence in acknowledging and working with the distinct characteristics of each institution.
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Castellani, Jennifer. "Deconstructing Eve: A Critical Feminist Analysis of Mid-Level Female Administrators in Conservative Evangelical Universities." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462203657.
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McFall, Kara Lynn. "State Need-Based Aid and Four-Year College Student Retention| A Statewide Study." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594436.
Full textAbstract:
<p>Every college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same level of grant funding and thus are forced to rely upon other means, such as student loans or employment, to pay for college. The majority of this research was conducted prior to the recession that began in December 2007 (National Bureau of Economic Research, 2008), which has been more severe and longer lasting than any economic contraction since the Great Depression (Dwyer & Lothian, 2012); more current research is needed to determine whether the educational retention behaviors of lower income students in the current challenging economic climate are positively impacted by grant funding. In this study I used quantitative methods to analyze a specific state policy change to determine whether a significant change in the grant funding provided to lower income students resulted in increased retention rates for these students. This study examines school years from 2006–2010, thus encompassing the recent financial crisis and affording an opportunity to explore the persistence behaviors of lower income students during the greatest financial crisis of modern times. The ultimate purpose of the study is to provide conclusions from the research to postsecondary policy makers in the hopes of informing policy and supporting continuing funding of need-based financial aid for lower income students. </p>
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Khan, Marty Z. "Access to Higher Education in Florida and South Africa: A Comparative Policy Analysis." UNF Digital Commons, 2004. http://digitalcommons.unf.edu/etd/306.
Full textAbstract:
This study examines issues of access to higher education in Florida and South Africa. On November 9, 1999, the Governor of the State of Florida issued Executive Order 99-281 to establish the One Florida Initiative (OFI), which barred the use of race as a factor in university admissions. In South Africa, the government in February 2001 issued its National Plan for Higher Education (SANPHE). This plan outlined a framework to redress past inequities in the higher education system perpetuated by the former government's apartheid ideology. Senior university leaders in Florida and South Africa were required to implement their respective policy. The purpose of the study investigates two research questions:
1. What were the assumptions and political processes that contributed to the establishment of OFI and SANPHE policies?
2. How did the leadership at selected institutions implement OFI and SANPHE policies?
Using a qualitative methodology and focused interviews with senior leaders at two universities in Florida and South Africa, this study discusses the challenges and conflicts the leaders faced in implementing their respective policy. The challenges and conflicts included those of university governance, decision-making, leadership style, diversity, affirmative action and policy making. It discusses the unique ways of implementing a policy with which one might not agree and it provides a comparative understanding of challenges faced by university leaders in Florida and South Africa.
Five findings were noted from the data analysis. They are: Leaders must have steadfast philosophical beliefs about the need to broaden access for those who have been historically discriminated against; there must be an awareness of the value of affirmative action and diversity to an institution; participatory style of leadership is a characteristic common to all leaders; commitment to team dynamics was a persuasive attribute that the leaders practiced and the exercise of prudent discretion to implement a policy seemed to be an attribute that resonated with all the leaders. The study concluded with a proposition of a model to determine or to predict leadership effectiveness - referred to as the Belief/Action Leadership Style Model and recommendations of areas for further research in Florida and South Africa.
This study's results are useful for policy makers and senior leaders at higher education institutions.
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SHARMA-CHOPRA, LOVELEEN PhD. "ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.
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Jaffery, Zafreen. "Making Education Accessible: A Dual Case Study of Instructional Practices, Management, and Equity in a Rural and an Urban NGO School in Pakistan." PDXScholar, 2012. http://pdxscholar.library.pdx.edu/open_access_etds/409.
Full textAbstract:
Two- thirds of Pakistan's primary aged children are enrolled in school and less than one-third complete fifth grade. Decades after the inception of the goal of primary education for all of its children, the state is unable to fulfill its promise of providing access to universal primary education. The failure of the government to provide for a system that ensures equitable opportunities for all of its children has resulted in individuals, for-profit organizations, and non-governmental organizations (NGOs) intervening to fill the void. In particular, international donor agencies (IDAs) have come forward to provide financial aid and personnel support for primary education. There is currently a dearth of research on the work of NGO schools in Pakistan, which leaves many unanswered questions about the role of NGO schools. Therefore, in this study, I examine the efficacy of not-for-profit, private schools managed by non-governmental organizations (NGOs) in providing quality education to primary school children in Pakistan. This study examined schools formed and supported by two NGOs in Pakistan and their impact on providing primary education. A dual case study approach involving a concentrated enquiry into two cases (a rural and an urban school) was used. The study focused on the following research question: How does an NGO school provide education to primary aged school children? Results corroborate previous key-findings that the NGO is the parent body which oversees management, provides training, mobilizes the community and generates the primary funds to run the schools. The study goes further to suggest that NGO leaders provide leverage and establish connections that are important for fund raising and creating opportunities for the schools to expand and work cost-efficiently. The rural NGO had created its own methodology for literacy instruction, which produced adult literate women who were then hired as primary teachers. In addition, it showed that the two schools use: (1) an eclectic approach to teaching which ranged from using public school's curriculum to local, contextually based materials to foreign British-based curriculum; (2) the shift in instructional strategies suggested movement from a behaviorist approach toward integrating constructivist methods of teaching; and (3) the flexibility in curriculum choices poses challenges as well as opportunities for growth for the teachers. These results help to frame future research by linking NGO school's instructional practices to those used in private and public school systems in Pakistan.
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Terhoven, Rene B. "Motivation as a catalyst for staff development in underperforming secondary schools in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71726.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: With the aim of promoting learner achievement, development is regarded as indispensable for the teaching and learning process. Many schools however, face the challenge of teachers who are not willing to participate in development activities. Motivation is viewed as a catalyst that may aid in teachers‟ participation in development activities, as motivation provides a reason to display certain behaviour. In the case of this research behaviour refers to the behaviour to participate in development activities. Participation in development activities refers to teachers‟ inclination to submit to self-development, engage in daily development activities of the school or engaging in formal development activities arranged by the school or Department of Education. This research addressed some of the factors that motivate staff in underperforming secondary schools to participate in staff development activities. Schools are categorised as underperforming if they do not obtain a pass rate of at least 60% in the National Senior Certificate examinations. Underperforming schools are mainly townships schools with peculiar contexts. This study focuses on the particular context of underperforming schools and the role of the principal in staff‟s motivation to participate in development activities as these are important aspects in the development of a school from an underperforming to a performing categorisation. The literature was reviewed on aspects of activities of staff development, the motivation theories and adult learning principles. Teachers are adults and therefore the factors that motivate adults to participate in development activities are important as they require a different approach than children‟s learning.
Qualitative research was conducted with the principal and four teachers from each of two township schools located in the same education district, but two different circuits. Both schools were categorised as underperforming two years ago, but have developed to performing schools. The data were gathered through semi-structured interviews. The findings indicated that teachers in this study are intrinsically motivated to participate in development activities. Factors such as passion, empowerment, collaboration and the child‟s wellbeing are mentioned as factors that motivate these teachers to participate in development activities. Despite these intrinsic factors, teachers mentioned extrinsic factors that impact on their inclination to participate in development activities. These factors include contextual and organisational factors. The role of the principal is emphasised as the principal is accountable for the development of staff. Furthermore, the principal, having the highest authority at a school has an influence on the factors that motivate staff as well as those factors that may deter staff from participating in development activities. Recommendations for the motivation of staff and staff development activities are made, as well as recommendations for further studies. This research is significant as it indicates factors that motivate staff and factors which impact on their motivation to participate in development activities. These factors are important in the pursuit of development from an underperforming to a performing school.<br>AFRIKAANSE OPSOMMING: Ontwikkeling het ten doel om leerder prestasie te verhoog. Dus word ontwikkeling beskou as onontbeerlik vir die onderrig en leer proses. Baie skole staar egter die uitdaging van opvoeders wie onwillig is om deel te neem aan ontwikkelingsaktiwiteite in die gesig. Motivering kan beskou word as 'n katalisator wat assisteer in die deelname van opvoeders aan ontwikkelingsaktiwiteite, aangesien dit aan opvoeders 'n rede verskaf om sekere gedrag ten opsigte van ontwikkeling te openbaar. In hierdie navorsing verwys gedrag na die gedrag om deel te neem aan ontwikkelingsaktiwiteite. Deelname aan ontwikkelingsaktiwiteite verwys na die neiging van opvoeders om hulself te verryk deur selfontwikkeling, deelname aan die daaglikse aktiwiteite van die skool of aan formele aktiwiteite wat deur die skool of Departement van Onderwys gereël word. Hierdie navorsing addresseer sommige van die faktore wat personeel in onderpresterende sekondêre skole motiveer om deel te neem aan personeel ontwikkelingsaktiwiteite. Skole word gekategoriseer as onderpresterend indien hulle „n slaagpersentasie van minder as 60% verkry in die Nasionale Senior Sertifikaat eksamen. Onderpresterende skole is kenmerkend van die informele nedersettings met hul sonderlinge agtergrond. Hierdie studie fokus op die bepaalde agtergrond van onderpresterende skole en die rol van die prinsipaal in die motivering van personeel om aan ontwikkelingsaktiwiteite deel te neem. Hierdie word beskou as belangrike aspekte in die ontwikkeling van 'n skool vanaf onderpresterend na presterend. Die literatuur oorsig is gedoen op aspekte van aktiwiteite van personeelontwikkeling, motiveringsteorieë en volwasse leer beginsels. Opvoeders is volwassenes en daarom is die faktore wat volwassenes motiveer om aan ontwikkelingsaktiwiteite deel te neem belangrik, aangesien hulle 'n verskillende benadering as kinders se leer benodig.
Kwalitatiewe navorsing was gedoen met die prinsipale en vier opvoeders van elk van twee skole wat informele nedersettings bedien. Die skole is geleë in dieselfde opvoedkundige distrik, maar uit twee verskillende kringe. Beide skole was twee jaar gelede as onderpresterend geklassifiseer, maar het in die tussentyd tot presterende skole ontwikkel. Data was deur middel van semi-gestruktureerde onderhoude ingesamel. Die bevindinge toon dat opvoeders in hierdie studie intrinsiek gemotiveer is om aan ontwikkelingsaktiwiteite deel te neem. Faktore soos passie, bemagtiging, samewerking en die kind se welstand word genoem as faktore wat die opvoeders motiveer om aan ontwikkelingsaktiwiteite deel te neem. Behalwe hierdie intrinsieke faktore het opvoeders ook ekstrinsieke faktore genoem wat 'n impak het op hul ingesteldheid om aan ontwikkelingsaktiwiteite deel te neem. Hierdie ekstrinsieke faktore sluit in kontekstuele en organisatoriese faktore. Die rol van die prinsipaal word beklemtoon aangesien die prinsipaal verantwoordbaar is vir die ontwikkeling van die personeel. Verder, aangesien die prinsipaal die hoogste gesagsfiguur is in die skool, het hy/sy 'n invloed op die faktore wat die personeel motiveer, sowel as daardie faktore wat personeel mag weerhou van deelname aan ontwikkelingsaktiwiteite. Aanbevelings rakende die motivering van personeel en personeel ontwikkelingsaktiwiteite word gemaak, sowel as aanbevelings vir verdere studie. Hierdie navorsing is noemenswaardig aangesien dit faktore aandui wat personeel kan motiveer, asook dit wat 'n invloed het op hul motivering om deel te neem aan ontwikkelingsaktiwiteite in die strewe na ontwikkeling vanaf 'n onderpresterende na 'n presterende skool.