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1
Adediji, John Oluwole. "An exploration of leadership practices: a case study in a public high school in Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001955.
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The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.
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Egbufor, Dorothy Chukwudumebi. "A Grounded Theory Approach to Understanding Ethical Leadership with School Leaders in Southern Nigeria| A Perspective of Three Primary Schools." Thesis, Howard University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278434.
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<p> The chief aim of this study was to develop a grounded theory of ethical leadership with school leaders in Southern Nigeria, utilizing a qualitative constructivist paradigm and multiple case study design. There is growing interest in public service of ethics (Barberis, 2001). The study of ethics has been a part of the [school] leadership erudition and debate for centuries (Brown and Trevino, 2006; Tanner, Brugger, Van Schie and Lebherz, 2010), given that school leaders make many decisions daily, and at the heart of every one of them is the resolution of a moral dilemma because every decision carries with it the potential to restructure human life (Foster, 1986). Leaders in Nigeria have been engulfed in a crisis; which many indigenous Nigerian peoples believe is due to unethical practices and behaviors (Okechukwu, 2012). Yet, in the old African society, values and ethics education were the major instrument for evolving a peaceful society (Adekola, 2012). A constructivist approach to grounded theory reaffirms studying people in their natural settings and redirects qualitative research away from a positivist perspective (Charmaz, 2000). In this study, qualitative data was collected through in-person interviews, survey questionnaires, school observations, classroom visits and a focus group which occurred over an approximate period of two weeks in Delta State, Nigeria with nine school leaders, lead teachers, and classroom teachers working in three different publicly-funded primary schools. Theoretical sampling of artifacts and secondary data was achieved utilizing national education policies in Nigeria, archived research data, scholarly literature, and personal documents. Primary and secondary data sources were coded line-by-line and through focused coding techniques crucial to grounded theory methodology. Data trustworthiness was established through Creswell and Miller’s (2000) verification procedures, including prolonged engagement, persistent observations, member checks, and triangulation. Through a two-step comparative method, four grounded theories of ethical leadership emerged: (1) Ethical Beliefs + Ethical Decisions = Ethical Actions, (2) “No School or School leader is an Island,” (3) Embody the Change You Want to See, and (4) Form and Finances before Function. Underlying tensions are discussed and strategic imperatives for actualizing ethical leadership in Southern Nigerian primary schools are offered.</p><p>
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Mike, Jeff. "Generative Leadership and Emergence| Case Studies in Higher Education." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743301.
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<p> Increasing complexity and rapid change associated with globalization and the knowledge economy have diminished the relevance of traditional linear models of leadership. Researchers have begun to view leadership not in terms of individuals and hierarchal exchanges but as a collective influence process among members of a group to achieve shared objectives that focus on enabling learning and adaptation in organizations rather than predicting outcomes and controlling behaviors. Complexity theory and its central phenomenon, emergence, are particularly well-suited to study both new leadership approaches and how to manage social systems at a time when prediction and control are elusive. </p><p> At the same time, institutions of higher education have come to play an increasingly important role in knowledge-based economies and as important actors in economic and human development. Leadership research and practice in higher education have not kept up with this trend, and require a new approach in order to meet the demands of a highly dynamic and disruptive environment. Generative leadership, which focuses on constructing the rules, conditions and constraints for interaction, collaboration and experimentation throughout organizations, fostering innovation and adaptation, and may be particularly well-suited for the creation, dissemination and application of knowledge in higher education. In this context, a qualitative, multiple case study design was used to explore how generative leadership might foster emergence in four initiatives designed to increase the ability to create, disseminate and apply knowledge in an institution of higher education. </p><p> Two major findings resulted from this study. The first relates to the increased incorporation of generative leadership, emergence, and complexity theory into the existing research and practice on teams. The second major finding relates to the role that the study’s results, along with the notions of generative leadership and emergence, can inform higher education pedagogy for continued transition into the knowledge age and beyond. The researcher hopes that this study, its results and findings promote a continued shift towards complexity- and emergence-based thinking to solve some of our most pressing knowledge challenges as we continue to move through a time of change and disruption. Ultimately the results and findings of this study could promote additional research on generative leadership, emergence and knowledge capacity in higher education for the benefit of local, regional and global social and economic ecosystems.</p><p>
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Okeke, Vincent Ikechukwu. "Leadership Style and SMEs Sustainability in Nigeria| A Multiple Case Study." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805878.
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<p> Leadership in small and medium enterprises (SMEs) has remained an under-researched area in the management literature, especially in developing countries such as Nigeria. SME owner-managers in Nigeria lacked in-depth understanding of their leadership style to objectively evaluate its implication on long-term performance and growth of their enterprise. The purpose of this qualitative multiple-case study was to explore the experiences of SME owner-managers in Nigeria to gain an in-depth understanding of their leadership style and its implication for long-term performance and growth of their enterprise. The conceptual framework for this study was anchored in two key concepts; leadership styles and leadership in SMEs, with the full range leadership model as the theoretical foundation. The research question sought to explore the role of SMEs owners and managers leadership styles in the long-term success of their enterprise. Interview data were collected from 6 SME owner-managers who employ less than 200 employees within the manufacturing, education, and trading sectors. The cross-case synthesis technique was used for data analysis which allowed for within-case analysis and cross-case comparisons. Findings from this study showed that Nigerian SME owner-managers do not follow any specific leadership style. They exhibited few characteristics of transformational and transactional leadership behaviors, leaning more to transactional leadership. This study has significance for positive social change by providing insights on how leadership styles can improve the performance and sustainability of Nigerian SMEs, thus increasing their capacity to create employment.</p><p>
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Brion, Corinne. "Low-Fee Private Schools in West Africa| Case Studies From Burkina Faso and Ghana." Thesis, University of San Diego, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260352.
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<p> Every year billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. </p><p> Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining 6 schools, 3 in Burkina Faso and 3 in Ghana, West Africa. This investigation explored: (a) if and how learning transfer took place after the leadership training; (b) what promoted and hindered learning transfer in both countries; and (c) if the use of a text message intervention after the training enhanced learning transfer. The sample consisted of 13 West African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer. </p><p> The findings demonstrate that learning transfer occurred in both countries in all six schools. Data indicate that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggest that the facilities in which the trainings took place, the facilitators’ dispositions and knowledge as well as the adequacy of the materials and the follow-up of the mobile text messaging intervention assisted the participants in transferring knowledge to their schools following the training. Participants also indicated some inhibitors to the transfer of learning such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in developing countries and provides suggestions for trainers and teachers who facilitate trainings.</p><p>
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Lo, Yin-ha Florie, and 羅燕霞. "The impact of leadership in a newly established school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961411.
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Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.
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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
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Mak, Mi-wah Maria, and 麥美華. "The relationship between leadership and school effectiveness in a HongKong secondary grammar school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959714.
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Newman, Mairette T., and n/a. "Practitioners' Meanings of School Leadership: Case Studies of Jamaican High School Principals." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040910.144727.
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Guided by the symbolic interaction premise that meaning is found in the interaction of individuals with their world, this study set out to describe and analyse how selected high school principals in Jamaica understand and practise school leadership by exploring how they view their circumstances, and how their meanings of leadership are modified by the contexts of their work. To gain insight into how Jamaican principals conceptualise and experience leadership the study adopted a qualitative, collective case-study design. A purposeful sampling strategy was used to select four exemplary high school principals such that gender, school location and organization were varied. Data were sourced from semi-structured interviews, non-participant observation sessions and integrative diagrams as well as from school, principal and official Ministry of Education, Youth and Culture documents. Within-case and cross-case analyses were conducted using grounded theory modes of analysis, specifically the systematic processes referred to as open and axial coding. Findings from the within-case analysis are presented as four individual cases that communicate the salient features of each principal's leadership and context. In the first case entitled Mother of the Poor, the principal defines school leadership as the pursuit of excellence within a framework of valuing and caring for students. The principal at the centre of the second case, The Reculturing Principal, portrays leadership as transforming school culture so that it is receptive to change and committed to growth and improvement. The principal featured in the third case understands leadership as a response to students' social problems, diminished self-concept and dysfunctional community relationships - hence the title The Principal as Social Architect. The final case presents The Community Principal who conceptualizes leadership in terms of building caring, co-operative relationships among all involved in the schooling process with a view to developing community connectedness. Findings from the cross-case analysis are presented as two broad themes that characterize the principals' conceptualization and interpretation of school leadership. The first theme - 'Leadership as values-driven' - identified care and respect, social justice and excellence as the common values that defined the principals' leadership, permeating their interactions and informing their decisions. The second theme - 'Leadership as responding to and acting on context' - revealed that dynamics related to personal, school-community and policy contexts also entered into and interacted with their understandings of leadership. While all four principals in this study were guided and informed by common values, they applied them to their leadership in individual ways, modifying their approaches and emphases in response to a range of contextual elements that were both dynamic and unique. Generally, the principals conceptualized leadership as a moral undertaking, and values together with context emerged as powerful influences on how they defined, interpreted and enacted school leadership. Findings from this study contribute to local knowledge about principals and school leadership. Currently, perspectives on what constitutes school leadership depend on frameworks developed for other environments even though the extent to which these are applicable to a Caribbean context is unknown. Furthermore, in the context of recent shifts in policy, it is important to understand what and how principals think about leadership. In this respect, the findings may serve as a guide for future decisions about leadership training and professional development for principals and aspiring principals.
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Eichelberger, Hilary Sylvia. "Case Story of Transformational Teachers in an All-Girls School." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270613.
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<p> <b>Purpose.</b> The purpose of this study was to identify key transformational teaching practices in an all-girls school. Teachers and administrators value the development and utilization of successful teaching practices. Teachers may adopt transformational leadership practices to cultivate transformational characteristics in pedagogy. There is a need to identify transformational teaching practices to implement training and modeling for teachers in girls’ schools. Identification of these leadership practices currently used by teachers in girls’ schools will aid in teacher development or pedagogical training and contribute to a richer, fuller educational experience for their students. </p><p> Methods. A thorough review of the literature demonstrated that the dimensions of Bass’s transformational leadership theory may be applied to pedagogical practice in schools. The literature review resulted in the theoretical framework. A qualitative design was selected for the study. The researcher employed the case story approach research method, which utilized input from individuals to identify key transformational teaching practices. The participants were 7 teachers in an all-girls school in Southern California. Validity of the interview questions was assured through employing an expert panel, and reliability was established through use of a second data reviewer. </p><p> <b>Findings.</b> The study identified 18 key transformational leadership practices that are classified within Bass’s theory of transformational leadership. These practices fell into the dimensions of Bass’s theory: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Two additional themes emerged as findings of interest. </p><p> <b>Conclusions.</b> This study identified practices of transformational teachers in an all-girls school. By identifying specific transformational teaching practices, this study can assist teachers in applying transformational teaching methods which they can utilize as part of their teaching practice. Identification and reinforcement of these practices may be included in teacher training as they begin instruction at girls’ schools. Additionally, girls’ school administrators and faculty mentors may use the results of the study to create teacher professional development programs at their schools. </p><p> <b>Recommendations.</b> More research is needed to understand how transformational teaching practices affect student learning. Teacher education programs may use these findings as support for increasing their instruction of transformational teaching techniques. The findings may also reveal practices that school leaders such as principals, division directors, or other administrators can promote with their faculty members.</p>
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黃美玲 and Mei-ling Emily Wong. "Leadership in a technology enriched school: an exploratory case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256491.
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Osazee, Osemwegie R. "The degree of educational planning in public schools in Nigeria: A case study of Edo State." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/3309.
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Lo, Ying-choi, and 羅英{213f7b}. "Effective leadership of a secondary school principal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963468.
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Schall, David M. "Two Case Studies of the Contribution of Emotional Intelligence, Communication Style, Job Competency, Vision, and Ethics to Constituent Buy-In for Leaders." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027097.
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<p> The purpose of this study was to investigate the similarities and dissimilarities of leadership traits that create leader buy-in for an educational leader and a football coach; specifically, emotional intelligence, communication style, job competency, vision, and ethics, between an educational leader and a sports coach. The rationale of this study was to create recent literature that provided insight for leaders in multiple areas on how to transfer leadership skills to establish common goals and missions within their organizations. </p><p> Data was collected using a survey completed by 154 volunteer participants, along with interviews of 12 volunteer participants. A focus group of four volunteer participants was completed as well. The researcher also interviewed the leaders themselves to gain their own perspective of their leadership characteristics and ability to achieve constituent buy-in.</p><p> The survey results indicated at least 87%, and in many cases, over 90%, of constituents either <i>strongly agree</i> or <i>mildly agree </i> that his or her leader maintained control of his emotions (emotional intelligence), had an accurate understanding of his own strengths and weaknesses (emotional intelligence), communicated effectively (communication style), understood the skills and responsibilities needed to do his job effectively (job competency), understood the follower’s responsibilities and role within the organization (job competency), successfully communicated the vision of the organization (vision), and displayed ethical behavior (ethics) throughout the course of his job. The interviews and focus group provided anecdotes and personal testimony to support the results of the survey.</p><p> The most prevailing themes that emerged from the data related to creating constituent buy-in fell under Emotional Intelligence; specifically, relationship building and making a personal connection. To that end, participants in both groups stated that the leader made them feel ‘valuable,’ ‘important,’’ ‘truly knew’ them and ‘cared about them’ as much in a personal way, if not more than in a professional way. Participants indicated the leaders were also good in the other four areas as well. Statements made regarding their communication style were ‘inspiring’ and ‘clear’ while data from participant responses about job competency were ‘a good coach’ and an ‘ability to make tough decisions.’ Responses about vision were consistent in both groups in that a larger percentage of participants noted they could ‘see” the direction the organization was going because of how the leader described it and they wanted to be a part of fulfilling it. Both leaders rated high in ethics as well.</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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Poon, Siu-lan Lucy, and 潘笑蘭. "Leadership ... in you: a case study of an aided secondary school in its infancy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959775.
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Hong, Chi-keung, and 康志強. "The leadership of a transforming secondary school in Guangzhou, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962348.
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Uiseb, Gerson. "An exploration of teacher leadership: a case study in a Namibian rural primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001715.
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The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
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Nicolay, William L. "The Use of Efficient Information Systems for Information Acquisition by the Hearing Impaired: A Case Study." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1128.
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This paper presents an exploratory case study focusing on the acquisition of information, through technologically efficient systems, by the hearing impaired. The multiple-case study was conducted during one school year with seven students participating.
While a central question and propositions derived from that question guide the data collection and analysis, this is a hypothesis-building study. The purpose of the study was to generate questions to focus further research of a descriptive or explanatory format.
One question, and the propositions generated by it, dominated this research: How do efficient acquisition systems in the classroom effect academic and social behavior, independent activities, or student, peer, and adult expectations?
Three propositions directed the data collection/analysis of this research. As knowledge increases in students: (1) the rate of academic production will increase; (2) times of independent activities will be focused on productive projects; (3) self-concept will improve as measured by students, peers and adults.
Six sources (documents, physical artifacts, archival records, interviews, direct observations, participant observation) were used to gather data for the analysis of the research project.
The results of this study showed that the students who had only the disability of hearing impairment had significantly different experiences throughout this study than those who evidenced intellectual impairments. Generally, their work output was greater, increased more, and reflected a qualitative change. The data gathered from the unstructured activity periods also clearly show a dissimilar experience.
The hearing impaired students "grew" into increasingly more productive behaviors while the other group showed, for all practical purposes, no change at all.
The analysis of the third proposition was more problematical. The findings are not as clear as the first two propositions because the reporting and recording of data was subject to more interpretation. The indicators may support the proposition that increased learning has a positive effect on self-image.
The results from this study have implications for current educational practices for hearing impaired: (1) Computer and video technology need a directedness not now evident. (2) Placement decisions should be based on expectations and achievements of the various populations served. (3) More sophisticated technology should be placed at the disposal of the classroom teacher.
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Aldridge, Amanda N. "A Qualitative Case Study on Parental Involvement in a Midwestern Urban Charter School District| Perspectives of Parents, Teachers, and Administrators." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728022.
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<p> Research has shown that there can be a positive impact on the child’s academic achievement when parents are closely involved with the child’s schooling. When parents are involved in the school, they understand what is being taught in the classroom and are usually encouraged to extend the learning at home. When parents value education, students succeed. When parents are invested and show an interest in their child’s school, they develop a sense of pride for the school and tend to support the school and teachers in their decisions. This cooperative attitude allows for better, open communication and a team attitude to develop amongst the school community. When children see parents, teachers, and administrators working together, they feel more positive pressure to do well. </p><p> When parents are not involved in their child’s schooling, miscommunication, misunderstandings and problems arise. Parents do not understand or value what the school is teaching students, and children see the conflict as a barrier. Children typically mirror their parents’ beliefs and actions. Therefore, if a parent does not see the value in education, does not know what is being taught, and does not respect the school, administrators, or teachers, the child is likely to mirror those behaviors and attitudes. When this happens, students suffer academically. </p><p> The concern about parent involvement is not new. Many schools understand the importance of parental involvement, but struggle to find the time, resources, and activities to involve parents. Oftentimes, urban areas contain families that have unique obstacles that prevent such involvement. Many strategies need to be utilized in order to ensure that parents are not left out of activities or opportunities. </p><p> The purpose of this qualitative study was to determine the actions taken by one particular charter school district that led to intense parental involvement participation in an urban, metropolitan area. Understanding the obstacles that parents face when becoming involved was a starting point for the research. Understanding how the school utilized particular strategies to form solid relationships with families was vital to the study. Comparing administrator, teacher, and parent perceptions about the school’s parental involvement concluded the research.</p>
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Fox, Kenneth F. "The High School Associate Principal: Case Studies of an Emerging Role in Educational Leadership and Administration." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33150/.
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Researchers in the field of educational administration have given little attention to the role of the associate principal. The research reported in this dissertation sought to fill that void through a close examination of the roles of the associate principals on two campuses in two different school districts. In addition to illustrating the role of the associate principal, the research examines how experience as an associate principal influences the careers of educational administrators. Data were collected primarily by means of semi-structured interviews with principals and district administrators as well as the associate principals themselves to provide multiple perspectives. Data were summarized in detailed interview logs, coded to discover the themes that were characteristic of each case, then analyzed to identify the patterns within and across the cases. The interviews were also analyzed as narratives reflecting on how experience as an associate principal can shape an educational administrator's career. The interview data were supplemented with documents relating to the associate principals, their campuses, and their districts. The results suggest that the associate principal position is a crucial step on the career ladder to a secondary principalship. Assistant principals with knowledge and skills in curriculum, instruction, and assessment are more likely to be selected as associates, and associates are more likely to be selected for principalships. The results also indicate that instructional leadership for associate principals in Texas focuses primarily on improving students' performance on the Texas Assessment of Knowledge and Skills and on increasing participation in and performance on other standardized tests, in particular Advanced Placement, SAT (formerly the Scholastic Aptitude Test), ACT (formerly American College Testing), and the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test).
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Price-Koschnick, Julie. "A correlation study between leadership style and stress in high school principals in Indiana." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247888.
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This researcher examined the correlation between leadership style and stress encountered by Indiana high school principals responsible for students in grades nine through twelve only. A review of the literature revealed a considerable amount of literature was written relevant to administrators and stress during the 1970's and 1980's. However, a large portion of that literature was based on opinion and not research. The flurry of writing and research that emerged during the 1970's and 1980's was not extended as fervently into the 1990's or the new millennium.In attempts to reform schools, the principal's role is at the forefront of the change effort. Change carries with it increasing obligations and responsibilities. Principals are also working in an environment of high accountability pressuring them to improve student achievement. The high demand for increased accountability and the growing responsibilities have translated into new sources of stress for administrators.Leadership was categorized into four major leadership styles based on the ABC Leadership Assessment: Controller, Team Builder, Manager, and Creator. Stress was characterized according to a factor analysis of the Administrative Stress Index which categorized stress as task-oriented or relationship-oriented.The research hypothesis was stated in the null as the researcher had no predisposition to the direction of the relationship between levels of perceived stress and types of leadership style. Data were collected from 26 principals in the East Central Indiana Public School Study Council. The ABC Leadership Assessment survey was used to measure the independent variable (leadership style). The Administrative Stress Index survey was utilized to measure the dependent variable (stress).A significant correlation was found between two of the four leadership styles and the level of perceived stress of the participating high school principals. The two significant correlations were found to exist with the Controller and Creator Leadership styles and stress. Principals who scored themselves as possessing the Controller Leadership style demonstrated a positive relationship in both task-oriented and relationship-oriented stress. An inverse relationship for principals who rated themselves as possessing high leadership skills in the Creator Leadership style was also revealed through the data.The analysis of the stress survey from this study revealed a top loading of stressors in the task-oriented category as did the stress survey analysis conducted by Swent and Gmelch (1977) and Brimm (1983). The stress factor, disciplining staff, was added to the Administrative Stress Index by this researcher based on personal experience. A major finding relevant to this study was the fact that the administrators ranked disciplining staff as the number one perceived stressor. Administrators participating in this study confirmed that disciplining teachers is a major stressor in today's demanding and changing educational environment.<br>Department of Educational Leadership
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Xu, Jinhui. "A case study of an urban elementary school Chinese language and culture program at the Boston Renaissance Charter Public School (BRCPS)." Thesis, University of Massachusetts Boston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706490.
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<p> Very few urban elementary African American and Hispanic students have access to foreign language programs. Thus, students of color have historically been under-represented in foreign language study. At the same time, urban elementary foreign language programs for economically disadvantaged African American and Hispanic students might level the playing field for these students and help prepare them to participate more fully in a global economy and community in the future. The present case study is based on a mixed methods approach using logic model and overlapping spheres of influence theory to examine the impact of the Boston Renaissance Charter Public School (BRCPS) Chinese language and culture program on its stakeholders (students, parents, school teachers, administrators, and board members). A sequential explanatory strategy is used to investigate stakeholders' perceptions and attitudes toward the BRCPS Chinese language and culture program. It further reveals discrepancies between the stakeholders' perceptions/attitudes and their racial backgrounds, working length of time and involvement with BRCPS, SES (Socioeconomic Status), grade connection, and gender. It also identifies the factors that influence BRCPS students' motivation and interest in learning Chinese. This study, therefore, finds out that the majority of the BRCPS stakeholders are satisfied with BRCPS Chinese language and culture program. The biggest challenge identified is Chinese teachers' lack of classroom control and the difficulty in maintaining positive student discipline in Chinese class. Stakeholders suggest Chinese language should be taught as a core curriculum rather than as a specialist subject. They also suggest that all the stakeholders should work together to value Chinese learning.</p>
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Flournoy, Khadisha. "An Investigation of the Challenges Faced By Ghanaian International Students in the American Higher Education System| A Phenomenological Multi-Case Study." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975416.
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<p> This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions guided the study: What are the perceptions of Ghanaian international students regarding their experiences in a higher educational institution in the USA? What factors influence these perceptions? What are the specific ways that Ghanaian international students negotiate the challenges of the American higher education system? A qualitative methodology and case study research design was utilized to collect data. Critical race theory, phenomenological theory, postcolonial identity theory, and intersectionality theory provided the theoretical framework for the study. Data collected from the 13 in-depth semi-structured interviews, researcher’s observations, and a researcher’s reflective journal, were coded using both open and axial codes. Thematic analysis was done vertically for each participant and across all participants’ responses. These codes were then categorized into themes and subthemes. Five themes emerged from the data analysis and these included: acculturation challenges, economic concerns, weak institutional support system, visa issues, and geography. Key influences included nationality, ethnicity, family background, religion, socioeconomic status, personality, and prior foreign travel experiences. Social networking and creating personal support systems appeared to be the most common coping strategies employed by participants. The limitations of this study included the small number of participants and the institutional type, among other factors. The implications and recommendations regarding future research are included. </p><p>
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Chun, Wai-tak Theresa, and 秦為德. "The role of leadership from the learning organization perspective: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958564.
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Doerrer, Sarah M. "Impact, Implementation, and Insights of Peace Education: A Case Study of the M.A. in Peace Studies and Conflict Transformation Program at the University of Rwanda." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/898.
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Higher education is arguably critical for healing and stabilization in postconflict contexts, by developing leaders who value peace and have the skill sets to achieve it in various sectors. A rapidly growing body of literature concludes that peace education in particular has great potential to transform postconflict communities, both in higher education and at other levels of schooling. Yet there exists little rigorous analysis of the decisions faced by educational leaders responsible for implementing such programs, particularly those in postconflict settings where the needs are uniquely challenging.
This qualitative investigation documented the M.A. in Peace Studies and Conflict Transformation program, managed by the Centre for Conflict Management (CCM) within the University of Rwanda’s College of Arts and Social Sciences (CASS), one of the first of its kind in the region. The goal of this study was to use interviews and field notes collected during a six-week fieldwork period to highlight lessons from the experiences and perspectives of colleagues who have typically been on the outskirts of the conversation about how formalized peace education can contribute to leadership development and national stability.
Participants included faculty members, administrators, and alumnae, as well as leaders affiliated with the Rwandan Ministry of Education (MINEDUC) and various civil society organizations. The study led to twelve key findings aligned with the three research questions, each of which is similarly aligned with a corresponding discourse theme and three clusters of interview questions, as well as three related overarching researcher recommendations for policy and practice, grounded in participant perspectives.
Abstract (French)
On peut soutenir que l’enseignement supérieur est essentiel pour la guérison et la stabilisation dans les contextes d’après-conflit, en formant des leaders qui attachent de la valeur à la paix et possèdent les compétences nécessaires pour l’atteindre dans divers secteurs. Un corpus de littérature en croissance rapide conclut que l’éducation à la paix, en particulier, a un grand potentiel pour transformer les communautés après un conflit, à la fois dans l’enseignement supérieur et à d’autres niveaux de scolarité. Cependant, il existe peu d'analyses rigoureuses des décisions des responsables de l'éducation chargés de la mise en œuvre de tels programmes, en particulier dans les situations d'après-conflit où les besoins sont particulièrement difficiles.
Cette enquête qualitative documentait le programme de maîtrise en études sur la paix et la transformation des conflits, géré par le Centre de gestion des conflits (CCM) du Collège des arts et des sciences sociales de l’Université du Rwanda (CASS), un des premiers du genre dans la région. L’objectif de cette étude était d’utiliser les interviews et les notes de terrain recueillies au cours d’une période de travail sur le terrain de six semaines pour mettre en évidence les leçons tirées des expériences et des points de vue de collègues qui se trouvaient généralement à la périphérie de la discussion sur la manière dont une éducation à la paix formalisée pouvait contribuer au développement du leadership. et la stabilité nationale.
Parmi les participants figuraient des membres du corps professoral, des administrateurs et des anciennes élèves, ainsi que des dirigeants affiliés au Ministère rwandais de l'éducation (MINEDUC) et à diverses organisations de la société civile. L'étude a abouti à douze résultats clés alignés sur les trois questions de recherche, chacune correspondant également à un thème de discours correspondant et à trois groupes de questions d'entretien, ainsi qu'à trois recommandations de recherche globales relatives à la politique et à la pratique, basées sur les perspectives des participants.
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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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Tsui, Wai-kei, and 徐偉基. "The transformation of leadership from a vice-principal to a principal-to-be: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37316072.
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Sien, Brian Patrick. "Bridging the Future to Postsecondary Readiness." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1858.
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Continuing education advances society. For every student, our educational system should provide a seamless transition from one level to the next until a degree or certificate is earned that reflects a mastery of skills needed to secure employment. This helps prepare each individual for a successful life after exiting the educational system and greatly benefit our society. Today, however, many students graduating from high schools are not ready for a postsecondary education. Transitioning students from high school to college is a complex process that requires many different approaches. Students making this transition are finding it more difficult to enter and succeed at a higher level of education because of the complexity of this process. Preparing students for postsecondary options is critical for every student. Students from low-income families and some ethnic and racial minority groups are most dependent on the ability of their high school to prepare them properly for college success (Conley, 2010). In what ways can schools better prepare students for postsecondary success? This study focuses on the creation of a Postsecondary Readiness Guidebook (PRG) which provides a comprehensive approach to help educational leaders prepare students for postsecondary success. The guidebook uses a problem-based learning design and follows the research and development process. The guidebook was field tested by educational leaders in a K-12 public school though a workshop using a qualitative methodology. During the field-testing of the guidebook, data were collected through assessments, interviews with educators, and questionnaires completed by educational leaders at the school. Data were analyzed using inductive coding, facesheet coding, enumeration, and typology. The findings of the study reveal that using a guidebook with a comprehensive approach to postsecondary preparedness can help school leaders prepare students for postsecondary success. Educational leaders in the school collectively focused on best practices and programs aimed at preparing students for postsecondary options through the use and interaction of the PRG. The guidebook gave them a compass for which to navigate the complex process of preparing students for postsecondary success.
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Katyal, Kokila Roy. "Teacher leadership and its impact on student engagement in schools : case studies in Hong Kong." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35762986.
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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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Lau, Fan Lo-nor Shirley, and 劉范路娜. "The leadership and managerial behavior of a veteran school principal: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218032.
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Johnson, Jawana Michelle. "Wonder Women| Partially Visible, Fully Indispensable| A Multi-Case Study of the Perspectives of African American Women School Leaders on Leadership, Influence and Power." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608731.
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<p> This qualitative inquiry of the experiences of six African American women high school principals, current and recently exited from east coast secondary schools, employs in-depth interviews and a focus group. Through interviews I explored these secondary school leaders’ personal and professional experiences to reveal their perspectives on the ways identity informs their ability to influence others, shape professional relationships, and enact leadership in their secondary schools. Identity was also an important influence on their ability to strategically navigate power relations within and beyond their school contexts. The experiences and perspectives of African American women school leaders in secondary settings have been under-represented in the educational leadership scholarship; this study seeks to contribute to an emergent body of literature in this area. As national demographics change and more school leadership vacancies emerge, African American women leaders represent a viable candidate pool. The experiences of current African American women school leaders are valuable perspectives for leader preparation programs. This study seeks to enrich and extend educational leadership discourse and leader preparation programs, which have not fully recognized this talent pool. The findings from this study point toward ways that can be used to shape leader preparation programs and leadership recruitment efforts. Finally, this study aims to generate and share information which may support the successful navigation of this growing population of leaders within metropolitan settings, as urban school leadership changes and new positions emerge.</p><p>
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Uushona, Andreas Bishi. "Learners' participation in leadership: a case study in a secondary school in Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001749.
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Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
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Fani, Pamela Pumla. "Restricted teacher leadership : a case study in a township high school in Port Elizabeth." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1019882.
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The South African education system prior to 1994 was characterised by hierarchical management structures with top-down communication systems. After 1994, there was a policy call to shift leadership and management practices to more democratic ways of working. These policies required the principals to share their power with teachers, replacing the leader-follower system of leadership. The post-apartheid era in the South African education system marked a turning point where, in policy discourse at least, teachers were seen as leaders, opening the doors for teacher leadership. The aim of this study was to explore the enactment of teacher leadership in a township secondary school in the province of the Eastern Cape. It also sought to investigate the factors that enhanced or hindered this leadership enactment as teachers operated as leaders in their natural setting. Under the umbrella of distributed leadership as a theoretical framework, the research study was located within the interpretive paradigm and a qualitative case study was adopted. Three teacher leaders at the case study school were my primary participants. Data collection methods included interviews, questionnaires, observations, self-reflective journaling and telephonic conservations. I used Grant’s Model of teacher leadership as my analytical tool. My findings indicated that teacher leadership was enacted in all the zones of teacher leadership but to varying degrees. My teacher leaders enacted leadership in Zone 1 where they showed strong leadership in the classroom. They also enacted leadership in Zone 2 and 4 where they showed leadership in working with other teachers and learners outside the classroom in curricular and extra-curricular activities as well as in other neighbouring schools. However, in Zone 3 the School Management Team (SMT) controlled most of the leadership and management activities. Teacher leaders were not included in decision-making in this zone as the SMT thought that it was their sole duty. Teacher leadership in this school was thus characterised as ‘restricted’ following the characterisations of teacher leadership by Harris & Muijs (2007). Using Gunter’s (2005) categories of distributed leadership, I categorised the case study school as an example of authorised distributed leadership.
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Li, Mei-ching, and 李美貞. "The principals' perceptions of their leadership roles under school-based management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962324.
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Barton-Vasquez, Katherine Anne. "A Case Study of Significant Disproportional Discipline of African American Students in Special Education| Inquiry in a Suburban School District." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745060.
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<p>In U.S. school districts, African American special-education students are disciplined more
heavily than other students. This case study examined how a suburban high school district in
Southern California addressed disproportionality and significant disproportionality in the
discipline of African American students with disabilities. The study gathered qualitative data
through interviews with 28 of the district?s employees?including officials, administrators,
psychologists, security officers, teachers, and classified staff?and analysis of the interviews,
along with relevant documents and field notes.
This research provides an overall picture of the challenges involved in overcoming
disproportionality and significant disproportionality in student discipline, especially those of
marginalized groups, and suggests ways to improve school programs. The study highlights the
importance of taking cultural issues into account as they relate to employing effective
disciplinary tactics, especially for African American special-education students. Findings
indicate that district employees may not clearly understand which student population the
California Department of Education (CDE) has identified as disciplined disproportionally or
significantly disproportionally (African American students in general or African American
special-education students) and that current practices have been inefficient in addressing the
issue of significant disproportionality. The findings also demonstrate a systemic racism and
favoritism of students who embody White hegemonic values and that this impact is represented
in the significantly disproportional discipline of African American students with disabilities. The
findings support the need for school communities to discuss the best ways to teach African
American special-education students and create a targeted approach to dealing with the excessive
discipline of this population rather than continuing with the current generic approach.
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Zokka, Thomas Kayele. "An exploration of teacher leadership : a case study in a Namibian urban primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001809.
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After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
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Hendrix, Royond P. "Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822772/.
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This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.
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Richardson, Ryan David. "Sustaining the Human Spirit of the High School Principal Leading for Equity." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3763.
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Shrinking budgets and swelling public accountability characterize public education in the 21st century. Pressures to increase achievement while assuring the emotional and physical safety of all students make the work of the secondary principal daunting. A leader for equity must be a symbolic, visionary, and instructional leader that creates positive change that leads to student achievement, especially for students that are traditionally underserved. The demands placed on school administrators generate leadership burnout. As we strive to meet the rigorous goals of improving academic achievement while teaching and caring for each child, we must create environments for effective administrators to thrive in their schools long enough to impact a school's culture and produce equitable outcomes.
The purpose of this dissertation is to describe and explain the issues around nurturing the human spirit of high school principals. Chapters One and Two will describe the context of the problem and a literature review. In Chapter Three, the research will be described including the methodology, instruments, and the process for data collection and analysis. Chapter Four will describe the findings of the research that examines how a clear focus on equity and relationships lead to feelings of satisfaction, self efficacy, and career/personal fulfillment for each of the leaders in this study. The study includes two groups, Principals of Color and White principals that are allies to people of color. Chapter Five synthesizes the findings and makes recommendations for future practice and policy.
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Thomas, Peggy Davis. "A case study of leadership behaviors exhibited by the principal and others in a collaborative school environment." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05042006-164539/.
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Abokor, Abdillahi H. "Somali Students' Experiences in a Major University: A Qualitative Case Study." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470859703.
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Sun, Wai-hung, and 孫偉雄. "The relationship between the principal's leadership style and school effectiveness: a case study of a primaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37623886.
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Ip, Kin-sheung, and 葉建常. "Teachers' perspectives on the role of leadership in promoting effective ICT integration in a school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040252.
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Leung, Kwok-wing, and 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.
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Yue, Yun-fai, and 余潤輝. "The impact of a headteacher: a case study of a newly established primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959945.
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陳素心 and So-sum Chan. "How does principal's leadership influence teachers' beliefs?: case study of a secondary school in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962798.
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余敦羣 and Tun-kwan Francis Yu. "Leading for vision and mission: a case study of a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963298.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.
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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
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Taylor, LaBotta. "A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699960/.
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African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine.