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Dissertations / Theses on the topic 'Educational leadership School management and organization'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Mead, Carlton R. "Encouraging school leadership in elementary schools /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Hendricks, Clarence Nowellin. "Integrated leadership : a leadership approach for school management teams." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018610.

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School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.

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Catlin, Mary Ellen Vandeberg. "Assessing leadership competencies /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153779.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 137-144). Also available for download via the World Wide Web; free to University of Oregon users.

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4

Smith, Elizabeth L. "Educational leadership : a study of graduates of Eastern Illinois University's educational administration program /." View online, 1987. http://ia301524.us.archive.org/1/items/educationalleade00smit/educationalleade00smit.pdf.

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Poon, Siu-lan Lucy. "Leadership ... in you : a case study of an aided secondary school in its infancy /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810913.

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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.

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7

Syms, Johannes Jacobus. "Development of a leadership model for public schools." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/2080.

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Thesis (DTech (Human Resources Management))--Cape Peninsula University of Technology, 2005.
This thesis describes a model for developing and implementing leadership strategies in any public school and Education Department in South Africa. To shape this model, first of all, a general literature review was undertaken. Transformational, transactional, developmental, competency-based and instructional leadership, as well as leadership styles, leadership principles, the human dynamics of leadership, qualities of leadership and the role of leadership in change were researched and studied. Although the National Education Department and the Western Cape Education Department place great emphasis on effective leadership, newly appointed educational leaders and managers often feel they would have liked more induction and training regarding leadership than they received. The Western Cape Education Department (WCED) has programmes whereby they do capacity-building work sessions with educational leaders. The mentioned programmes are mostly held once a year for newly appointed leaders in education over a period of two days. An educational leader can only attend a work session once. The educational leader has a great responsibility towards all stakeholders and must therefore be well equipped as a leader. However, many problems regarding the lack of leadership skills, effectiveness, managing of the curriculum, staff and resources in schools have necessitated the Western Cape Education Department to bring out a circular on effective leadership, emphasising the role and responsibilities of the educational leader regarding effective leadership and management. The Education Department wants to maintain the efficacy of academic, leadership and managerial standards at schools. A well structured developmental, corrective training mechanism is an attempt to deal with the poor work performance and abilities of principals and senior staff members. The national minister of education, Mrs. Grace Naledi Pandor now recently made a announcement that she intend to empower educational leaders through workshops in 2006 regarding their responsibilities, leadership capacity, and effectiveness. Against this background, the researcher undertook a survey to determine the extent to which leadership strategies are being employed at schools in the Western Cape. A questionnaire Multifactor Leadership Questionnaire (MLQ) was used to gather information and data. Structured interviews and a focus group discussion were also held.

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Setchel, Barbara Anne. "How distributed school leadership practices are implemented in a rural northeast Georgia elementary school." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/barbara_a_setchel/setchel_barbara_a_200801_edd.pdf.

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Thesis (Ed. D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 112-120) and appendices.

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Allie, Fadilah. "The influence of school principals' leadership styles on the effectiveness of schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1954.

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Dissertation submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
The poor matriculation results of the past number of years, as well the changing role of principals as school leaders raise concerns for the future of education in South Africa. One of the contributory factors is that principals who were trained under the apartheid school system often lack the skills and knowledge to lead democratically or strategically. This has major implications for the effectiveness of schools of learning. Although there is a wide range of theories on leadership styles, the area remains complex. The nature of what exactly makes some leaders and organisations successful and others unsuccessful is uncertain. There is a shortage of evidence about what precisely constitutes effective leadership, particularly in the area of disadvantaged schooling. The question that follows is: How do the different leadership styles of school principals influence the effectiveness of schools in low-income communities, and what other factors promote school effectiveness? If there is a particular style of leadership which could help to make schools more effective in such communities, it is the purpose of, and justification for, this study: to identify it, or its application, in such schools. The purpose of this research was to identify and characterise principals’ leadership styles and their influence on the effectiveness of four schools in low-income areas on the Cape Flats. This investigation identified the factors that contribute to a school being effective. Principals’ leadership styles were investigated in relation to factors such as availability or lack of resources, parental and community involvement, an environment conducive to learning, and learners’ academic performance on school effectiveness. Research was located largely in a qualitative paradigm, with limited use of quantitative data. It sought to achieve an in-depth and holistic understanding of interaction among principals’ leadership styles and other factors contributing to school effectiveness. Data was collected from four principals and four HODs from four schools in Mitchell’s Plain and Steenberg in the Cape Flats area of the City of Cape Town. The four schools were selected on the basis of their location in low-income communities. Methods of data collection included audio-recorded, semi-structured interviews and document analysis. The results revealed that schools, at which principals adopted a participatory or contingency leadership style, where all stakeholders within the school community shared responsibility and decision-making, were more successful in terms of academic performance and overall school effectiveness.

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Link, Bill D. Baker Paul J. "Quality management and school improvement a comparative analysis of three elementary schools /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859831&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178890693&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Paul J. Baker (chair), Joseph Pacha, Norman D. Durflinger, Jeffry B. Nelson. Includes bibliographical references (leaves 206-216) and abstract. Also available in print.

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Keith, Joseph D. "The Relationships Among Leadership Behaviors of Leaders in Training Organizations, Training Methods, and Organization Profitability." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2930.

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Business organizations are decreasing funding for training. The problem investigated in this study was to determine if there was a relationship among the leadership behavior of training leaders, the use of newer methods of training, and organizational profitability. A sample of 57 organizations from the Fortune 500 was surveyed to determine leadership behavior and the use of newer methods of training. The Leadership Practices Inventory was used to measure leadership and the Affective Communication Test was used to measure charisma. Profitability data were obtained from the literature. Return on assets, return on equity, the Moody's Corporate Bond Rating, and the Standard and Poor's Opinion were used as profitability measures. Correlation and regression analyses were used to analyze the data. No relationships were shown between leadership behaviors and training methods or between leadership behaviors and profitability. A positive relationship was shown between the number of newer training methods used and organization profitability as measured by return on assets. The following were the newer training methods: (a) accelerated learning, (b) case study methods, (c) computer-based training, (d) experiential exercises/games/simulations, (e) interactive video instruction, (f) multimedia, (g) non-computerized self-study, (h) problem-based learning, and (i) video teleconferencing.

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Lacey, Kathryn Anne. "Factors that impact on principal-class leadership aspirations /." Connect to thesis, 2002. http://eprints.unimelb.edu.au/archive/00000811.

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Chu, Kai-wing, and 朱啟榮. "Implementing knowledge management in school environment : a principal's leadership-driven approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196543.

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Educators all over the world are facing the challenges brought by education reform. Schools need to become more aware how Knowledge Management (KM) can help them be more effective in leveraging organizational knowledge to improve organizational effectiveness to face the increasing requirements for school improvement. Although KM has been regarded as the advanced management strategy in the business world for leveraging their intellectual assets, few studies have been conducted in the school setting. The present study will shed light on how to implement KM in a school setting through the leadership provided by the principal. This study can be a model for those educators who would like to implement KM in their schools. Although KM researchers have identified that leadership is a critical factor in KM implementation, few studies have explored the actual impact of leadership in the process of KM implementation. Moreover, the literature review shows that leadership by the principal is the essential element for school success in KM. This study shows that a principal’s leadership-driven approach is necessary for KM implementation and explores its impact on the process of KM implementation for school improvement. The study uses insider action research to explore how the principal’s leadership can be incorporated into KM in a school environment and evaluate the effectiveness of this Leadership-Driven KM Implementation in a school setting, so that this study can offer practical advice and guidance to the principals who would like to try KM in their practice. In this study, KM was implemented in a school by starting with two basic approaches: Information-Based and People-/Interaction Based Approaches. The Principal’s Knowledge Leadership was integrated with the two approaches to strengthen the implementation of the KM strategies. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. Under the strong leadership of the principal, both the Information-Based and People-/Interaction Based Approaches have been implemented with achievements in sharing information/knowledge and nurturing a sharing culture and trust. The principal assessed teacher’ readiness, implemented Information-Based and People-/Interaction-Based approaches and strengthened knowledge leadership through the process. This study can serve as a model for implementing KM in schools. This study shows that the principal’s leadership was the key driver for KM Implementation. The principal performed his leadership with clear direction and thoughtful procedures of implementing Information-Based and People-/Interaction-Based Approaches, thoughtful allocation of the school resources, and shaping learning for staff. As a result, the school developed a Knowledge Base and a Digital Archive as knowledge repositories and Lesson Study and Communities of Practice as platforms for knowledge sharing. The School’s achievements in KM implementation were recognized through improvement in students’ testing achievements, appreciation by KM practitioners, and recognition and awards from government examiners and experts. This study recommends that Leadership-Driven Knowledge Management is of value in the implementation of KM in schools to help schools become learning organizations so they can better face the challenges brought by waves of education reform and societal change.
published_or_final_version
Education
Doctoral
Doctor of Education

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Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.

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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.

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Vogel, Linda R. Baker Paul J. "Moving schools from testing to assessment a case study of education leadership in state-initiated school improvement for assessment literacy /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106766.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Paul J. Baker (chair), Dianne Gardner, William Rau, Albert Azinger. Includes bibliographical references (leaves 270-283) and abstract. Also available in print.

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Pathomporn, Oumthanom Lyman Linda L. "Principal leadership behaviors differences in perceptions /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064497.

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Thesis (Ph. D.)--Illinois State University, 2001.
Part of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.

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Jubilee, Sabriya Kaleen. "The Middle Management Paradox of the Urban High School Assistant Principal: Making It Happen." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216575.

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Urban Education
Ph.D.
Scholars of transformational leadership literature assert that school-based management teams are a vital component in transforming schools. Many of these works focus heavily on the roles of principals and teachers, ignoring the contribution of Assistant Principals (APs). More attention is now being given to the unique role that Assistant Principals play in school leadership teams (see for example, Muijs & Harris, 2002). While there is a good amount of literature on what APs do in terms of their roles and responsibilities, what remains unclear; is how and why they enact their role in particular ways, especially under the umbrella of urban school reform. This work will address this gap by examining: how Urban High School Assistant Principals come to understand their role as both leader and staff, particularly in the context of transformational models of leadership? Guided by the theoretical framework of middle management, this study utilized a qualitative case study approach to interview seven Assistant Principals in three urban high schools in a large Northeast coast school district. Additionally, a one-time 15 minute interview with the principals and direct reports to the APs was employed to gain a better understanding of the leadership dynamic within the schools. The interviews were transcribed and coded by the researcher using Atlas.Ti. Through the lens of middle management theory, this work focused on a specific group of Assistant Principals working under a distributed leadership model. The findings revealed that the role of the AP is nebulous position that when not appropriately defined can cause professional difficulties that impede the leadership capacity of APs and the growth of school success. As such, stakeholders involved in schooling need to gain a greater understanding of the psychological and sociological underpinnings that impact the functionality of their middle leaders (those not operating in senior level positions). The findings of this work speak to the intricacies of the Assistant Principalship and contribute to a growing body of literature centered on how Assistant Principals navigate their space as leader and staff in an educational setting where leadership is more shared and collaborative.
Temple University--Theses

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Lysne, Daniel W. "Elementary principals' development of instructional leadership /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.

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Zuber, Janet K. "Constructing an educational seawall : a study of leadership, organizational dynamics, policy, and purpose /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7789.

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Forney, Keven Dean Lugg Elizabeth T. "The property tax extension limitation law and school leadership experiences in Central Illinois /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441185721&SrchMode=2&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224950&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Elizabeth T. Lugg (chair), Beth Hatt-Echeverria, Diane R. Dean, Norman D. Durflinger. Includes bibliographical references (leaves 220-227) and abstract. Also available in print.

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Gardner, Stephen Wayne. "Analytic hierarchy analysis of leadership skills in education as rated by selected education, community, and business members in northwest Florida." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000047.

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Johannes, Arnold Marius. "My living theory of the transformational potential of my educational leadership." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4079.

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In democratic South Africa, policies place much emphasis on the need for transformational leadership. This challenges school leaders to ensure that their practice is in line with the democratic and inclusive values espoused therein. This thesis is an account of my journey of learning about educational leadership and how I attempted to influence transformation at my own school. The development of my living theory of educational management is grounded in my desire to make a positive change to the quality of teaching and learning at my school, by embodying and exemplifying such values in my leadership. My learning as an educational leader comprises my living theory on improving my educational leadership within a socially challenged context. I explain the context and problems experienced at my school and provide evidence of the need to move from the hierarchic, autocratic form of leadership, still prevailing at many South African schools. I adopted the theoretical framework of servant leadership to enable me to develop a more contextually sensitive and visionary style of leadership through critical reflection on my own practice. My stimulus for this journey of learning stemmed from the perceived contradiction between my espoused beliefs about leadership and my actual practice. My own autocratic leadership style was one of the main barriers that prevented teachers from attaining autonomy and taking on leadership roles within the school. My leadership style was more in alignment with the values of accountability, discipline and efficiency than those of care, trust and the development of the potential of others. This interrogation of my ontological values informed my subsequent interventions to improve my practice. Following an action research design, I investigated the quality of my leadership to determine which areas I needed to improve, took action to improve these and evaluated the change against the values inherent in the notion of servant-leadership. I embarked on a journey that helped me to shift my practice from being based on previously held authoritarian professional values towards values that underpin a more transformational leadership, such as care and trust. My journey of learning was guided by the tenets of self-study action research, which required critical self-reflection and holding myself accountable for my own actions The practical knowledge I gained through this self-reflection on my practice enabled me to make professional judgements, which then became conceptual knowledge in the form of a living theory generated by my research. This was made possible through a continuous process of data generation to extract evidence to test the validity of the claims to knowledge I made. Multiple sources of data (written, graphic and multimedia) were used to better understand the scope of happenings throughout the research and to monitor my practice over time. I explain how I used my improved understanding of leadership to promote collegiality for building quality relationships to promote teacher leadership for school improvement and how I subjected these claims to social and personal validation procedures. The significance of this study is that it contributes to new forms of practice and theory in terms of showing how a values-based approach to school leadership can influence positive change in teacher practice. While this study is a narrative of my practice, it is also a narrative of theorising about how my colleagues and I have come to know and how our thinking has changed about our work and ourselves. Although I had to indicate a cut-off point in this action research enquiry, the knowledge gained will continue to develop and influence my practice in the future and hopefully will be judged as useful by others in positions of leadership. The thesis is thus an original contribution to educational knowledge in the field of self-study action research. It demonstrates how sociohistorical and sociocultural insights from Apartheid to Post-Apartheid South Africa can be integrated within a living theory of transformational leadership.

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Smith, Michael Paul Lyman Linda L. Gardner Dianne C. "Principals as role makers a study of Illinois principals' perceptions of instructional leadership /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417805781&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1206022281&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.
Dissertation Committee: Linda Lyman, Dianne Gardner (co-chairs), W. Paul Vogt, Joseph Pacha. Title from title page screen, viewed on March 20, 2008. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.

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Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).

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Garchinsky, Christopher Richard Dugan Marion. "Planning for the continuity of a school's vision and culture before leadership succession events /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2997.

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Huang, Songliang. "Bian ge zhong de xue xiao ling dao Xianggang "ai guo xue xiao" de ge an yan jiu /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3254535.

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Crouch, Roderick H. W. "Middle school leadership : the role of the head of middle school /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19546.pdf.

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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.

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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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Smith, Melody A. "Psychometric properties of the School Leader Practice Survey (SLPS) to determine Missouri school superintendent perceptions about Interstate School Leaders Licensure Consortium (ISLLC) standards performance indicators." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4716.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 13, 2007) Vita. Includes bibliographical references.

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Stephenson, Gloria. "A leadership approach to using technology to enhance organizational learning and the creation of a knowledge-centered culture in this school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4663.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 29, 2008) Includes bibliographical references.

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Chow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.

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Winkle, Albert Leroy. "School restructuring and organizational health in re:learning and non-re:learning high schools /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946312.

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Titus, David Petrus. "The implementation of multigrade teaching in rural schools in the Keetmanshoop education region : leadership and management challenges /." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/40/.

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Kirkegaard, Niels Hugo. "Leaders' and participants' perceptions of the management of the Life Science Project in Namibia." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003545.

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After Independence in 1991, Namibia embarked on implementing a new and different educational system. This system was seen as a radical departure from the old apartheid system. The Namibian government approached Ibis, a Danish NGO, to support the change process by establishing and developing a new subject, life science, in Junior Secondary schools in Namibia through the Life Science Project (LSP). In a project of this nature, where a foreign (Danish) educational intervention in a relatively young and new democracy is the issue, cross-cultural aspects are likely to emerge, and these are the focus of this study. This half-thesis is an attempt to illuminate, not to evaluate, managerial as well as cross-cultural features of the project based on perceptions of selected Danish managers and Namibian advisory teachers from the former LSP expressed in the goal of the research: - To explore selected leaders’ and participants’ perception of the management of the Life Science Project. In line with this goal, I elected to conduct the research in the interpretive paradigm, using unstructured interviews as my chief source of data. The findings illuminate what would appear to be an inconsistency in the management of the project. The project seemed to be able to accommodate regional and even personal differences and to be flexible to internal changes. At the same time it appears that in its relationship to the external or task environment it did not show the same openness and flexibility to accommodate diversity. It is suggested that this could be a result of the apparent failure on the part of the project to clarify its own underlying values. The study also reveals interesting and unexpected perceptions of leadership, which may also be interpreted in terms of cultural values and beliefs. These two features of managerial issues could lead one to reflect upon the importance of recognising values in organisations which work across cultures.

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Matthew, Sonia Amarisse. "Exploring Leadership in a Multicultural School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2559.

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The educational problem addressed in this study was the lack of empirical research of the effects of how principal leadership characteristics and style influence the culture of multicultural schools. This qualitative case study identified and explored the leadership strategies used by a reputedly successful principal of a multicultural school. A successful principal was the case being studied. The conceptual framework was anchored in Burns' transformational leadership theory. Three research questions focused on the principal's leadership characteristics, the participants' perceptions of how the principal applied the leadership style, and the influence of the principal's leadership style on school culture. A principal, an assistant principal, and 8 lead teachers knowledgeable of the principal's leadership style participated in semistructured interviews. School climate surveys were examined to enhance understanding of school climate under the principal's leadership. Data analysis strategies included transcribing interview data, thematic development, and data triangulation. Results showed that the principal's abilities to share decision-making and communicate the school's vision were important skills. The principal had profound influence on school culture and also shaped how teachers created a safe, nurturing, and stimulating learning environment sensitive to multicultural students. A central recommendation of the study is that principals in similar settings should build trust and collaboration to create inviting and equitable learning environments for diverse students and their families. This study contributes to positive social change by providing insight that may help current and emerging principals in similar situations lead school personnel in ways that contribute to positive and productive learning environments that ultimately provide increased awareness of diversity and ensure student success.

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Blackburn, H. Chris. "Administrator gender differences in conflict management style and the relationship to school culture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074373.

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Sun, Wai-hung. "The relationship between the principal's leadership style and school effectiveness a case study of a primary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37623886.

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Sharpe, Julia D. "The development of an instrument to measure elementary principal effectiveness /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946295.

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Camp, Jean S. ""Touching tomorrow with technology" a case study of the impact of effective school leadership on an exemplary technology integration initiative /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1405/umi-uncg-1405.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 18, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 136-139).

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Kawana, Joseph Jost. "The principal's leadership role in a successful rural school in Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003596.

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Rural schools generally find it hard to function effectively for a variety of reasons, and managing and leading these schools brings additional challenges. This study explored the role of the principal in an academically successful rural school in Namibia. It drew on leadership theory and findings from related studies to make sense of this particular case of leadership against the odds. Using the interpretive orientation, the research explored selected organisation members’ perceptions of the principal’s leadership through semi-structured interviews. The study found that the actions and attitudes of the leader had a significant influence on the school’s performance. The manner in which the principal conducted himself, the shared vision he encouraged and his insistence on associating with all stakeholders involved in education, were instrumental in the organization’s positive achievements. The principal was shown as committed and a leader with good interpersonal working relationships. The study also revealed that this principal was both a person- and taskoriented leader, and closely resembled the ideals of transformational leadership. This study further found that, through the principal’s instructional leadership, teaching and learning are seen as the core of the school’s activities. Finally, the principal’s leadership role opens the school to the community and results in strong and mutually beneficial relationships between the school and its community.

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Desmoulin-Kherat, Sharon Adkins Amee. "Meaningful school leadership from the perspective of African American parents." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273100031&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309366&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Amee Adkins (chair), Linda Lyman, Joe Pacha, Venus Evans-Winters. Includes bibliographical references (leaves 219-233) and abstract. Also available in print.

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Fitch-Blanks, Connee R. Fisher Robert L. "Elected teacher leaders' perceptions of teacher leadership in changing schools." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172877.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 17, 2005. Dissertation Committee: Robert L. Fisher (chair), Allen E. Bearden, Albert T. Azinger, Barbara L. Nourie. Includes bibliographical references (leaves 91-96) and abstract. Also available in print.

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Mershon, Kelly Jeanette. "Leadership paradigms and superintendent selection in northwest Florida." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000057.

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Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.

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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-political actors (e.g., other school leaders, teachers, students and parents), at the school level. Data were gathered from document analysis, non-participant observation and semi-structured interviews with 44 school leaders from 24 schools and two educational officials in Shanghai, conducted in 2011. This study has four major findings. First, in addition to the leadership responsibilities inherent to their particular portfolios, the interviewed principals and SPSs were also politically and administratively responsible for leading the school and citizenship education, and struggled to balance these (at times conflicting) responsibilities. Second, there were four major school leadership/citizenship education scenarios in which principals and SPSs were torn between faithfully executing state policy demands, adapting those demands to suit the specific needs and conditions of their school, pursuing their professional autonomy, and addressing the interests of different micro-political actors. Third, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while simultaneously competing for power over school leadership and citizenship education. Fourth, principals’ and SPSs’ leadership in school and citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in school and citizenship education in China as a political exercise in which school leaders actively use their influence and resources to lead and administer school and citizenship education, resist other school leaders’ (at times contradictory) administrative and political responsibilities, and interact with and mediate between the interests of various actors at the macro- and micro-political levels in response to political, economic and social needs. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors as they fulfill their intertwined political and administrative responsibilities in school leadership and citizenship education.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Van, Vuuren Nelius Jansen. "A comparative study of new senior school leader perceptions of development programmes in the United Arab Emirates and South Africa." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2500.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2016.
Vice-principals and principals play an essential role in school leadership teams, and the development programmes in which they participate to ensure effective Strategic Leadership in schools, have been the subject of intense debate for many years. Employing a mixed-method case study approach, this study examines and compares the perceptions, roles and responsibilities of newly appointed senior school leaders in two country contexts, South Africa and the United Arab Emirates (UAE). Specifically, it explores the professional development opportunities that newly appointed senior school leaders in Abu Dhabi, UAE and the Western Cape, South Africa, have been exposed to. It further investigates the particular professional development needs of these senior school leaders. This study uses Critical Realism theory as a philosophical lens through which to explore the perceptions of newly appointed senior school leaders on their roles, responsibilities, competencies and developmental needs. A comparative case study approach with qualitative and quantitative techniques was employed, and comprised of three elements. Firstly, a detailed questionnaire survey was administered at Abu Dhabi Education Council (ADEC) and the Western Cape Education Department (WCED). Secondly, follow-up interviews were conducted with 25 per cent of the respondents for clarification and to establish the accuracy of data collected during the first phase. Finally, semi-structured interviews were conducted with officials from both ADEC and the WCED to gather further contextual data for each case. The main study findings confirm that as senior school leaders transition into their roles at ADEC and the WCED they require distinctive support in a variety of ways. It was found in both systems for instance that the training programmes are not appropriately designed, delivered, and aligned to the perceived needs of the respondents, and that they need appropriate and more contextualised, individualised, in-office support once appointed. The study's findings are consistent with the literature that newly appointed senior school leaders welcome support from mentors and role models but require to a lesser extent formal courses. They confirmed the current gap between the perceived needs of newly appointed senior school leaders and the current development programmes provided to support them, and identified a clear shortfall in their current competencies.

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Wong, She-lai Shirley. "An analysis of the role of vice-principals in aided secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625970.

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Bogotch, Ira Elliot. "A model of school managerial control : the systematic analysis of managerial behaviors, processes, and indicators." FIU Digital Commons, 1989. http://digitalcommons.fiu.edu/etd/1769.

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The theoretical construct of control has been defined as necessary (Etzioni, 1965), ubiquitous (Vickers, 1967), and on-going (E. Langer, 1983). Empirical measures, however, have not adequately given meaning to this potent construct, especially within complex organizations such as schools. Four stages of theory-development and empirical testing of school building managerial control using principals and teachers working within the nation's fourth largest district are presented in this dissertation as follows: (1) a review and synthesis of social science theories of control across the literatures of organizational theory, political science, sociology, psychology, and philosophy; (2) a systematic analysis of school managerial activities performed at the building level within the context of curricular and instructional tasks; (3) the development of a survey questionnaire to measure school building managerial control; and (4) initial tests of construct validity including inter-item reliability statistics, principal components analyses, and multivariate tests of significance. The social science synthesis provided support of four managerial control processes: standards, information, assessment, and incentives. The systematic analysis of school managerial activities led to further categorization between structural frequency of behaviors and discretionary qualities of behaviors across each of the control processes and the curricular and instructional tasks. Teacher survey responses (N=486) reported a significant difference between these two dimensions of control, structural frequency and discretionary qualities, for standards, information, and assessments, but not for incentives. The descriptive model of school managerial control suggests that (1) teachers perceive structural and discretionary managerial behaviors under information and incentives more clearly than activities representing standards or assessments, (2) standards are primarily structural while assessments are primarily qualitative, (3) teacher satisfaction is most closely related to the equitable distribution of incentives, (4) each of the structural managerial behaviors has a qualitative effect on teachers, and that (5) certain qualities of managerial behaviors are perceived by teachers as distinctly discretionary, apart from school structure. The variables of teacher tenure and school effectiveness reported significant effects on school managerial control processes, while instructional levels (elementary, junior, and senior) and individual school differences were not found to be significant for the construct of school managerial control.

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Durdle, Diana E. "A study of leadership theory and practice based on Bush's Six models of leadership /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36113.pdf.

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Kambonde, Samuel Angaleni. "Teachers' perceptions of participative management in a primary school in Namibia." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003680.

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Participative management, a key theme in contemporary management literature, is one of the central aims of the decentralization policy in Namibian education. Current perceptions of participative management on the part of teachers in Namibia are therefore of topical interest. This study set out to explore such perceptions among teachers in a Namibian primary school. The study is an interpretive case study focusing on six individual teachers’ understanding and experience of participative management within their place of work, a primary school in the Oshikoto region of Namibia. Semi-structured interviews, observation and document analysis were used to gather data. The study revealed a strong sense of commitment among the respondents to participative management and its accompanying practices, such as shared decision making and broad stakeholder involvement. Participative management was implemented chiefly through a committee structure for school organisation and government. Respondents also highlighted challenges facing participative management, such as the persistence of autocratic leadership, conflicts of interest in decision making, laziness and unwillingness among staff members, and a lack of understanding among parents concerning their role in the schooling of their children. HIV/AIDS was also seen to pose challenges to the free and frequent participation of stakeholders. The chief recommendation arising from these findings is that school leaders and managers’ understanding of tenets of participative management, such as site-based management and democratic management approaches, requires improvement and development.

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