Academic literature on the topic 'School management teams School management and organization Educational leadership Education, Secondary'
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Journal articles on the topic "School management teams School management and organization Educational leadership Education, Secondary"
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Van Jaarsveld, Leentjie, P. J. (Kobus) Mentz, and Suria Ellis. "Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context." International Journal of Educational Management 33, no. 4 (May 7, 2019): 604–13. http://dx.doi.org/10.1108/ijem-02-2018-0041.
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Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance. Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted. Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style. Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts. Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important. Social implications The principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world. Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.
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Jogezai, Nazir Ahmed, Shaik Abdul Malik Mohamed Ismail, and Fozia Ahmed Baloch. "Change facilitation: what styles do Pakistani secondary school head teachers possess?" International Journal of Educational Management 35, no. 1 (August 18, 2020): 47–62. http://dx.doi.org/10.1108/ijem-09-2019-0335.
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PurposeThis study aimed at exploring the change facilitator styles (CFS) that secondary school head teachers in Pakistan possess.Design/methodology/approachThis is a quantitative study using Hall and George CFS questionnaire to collect data from 276 secondary school head teachers. The CFSQ used in this study consists of 30 Likert-type questions relating to six scales. The six scales, with five items each in aggregate, form three possible CFS, including initiator, manager and responder.FindingsThe results indicate that most secondary school head teachers (75.7%) in Pakistan used responder CFS to facilitate change in their schools. 16.7% of the head teachers used manger, while only 7.6% possessed initiator change facilitation styles.Research limitations/implicationsThe study has implications for research, in particular in the developing countries where head teachers' leadership practices are rooted in the past with maintaining authority and status quo.Practical implicationsThe study has implications for policymakers and schools in developing countries, like Pakistan, in terms of considering the vital role of head teachers in change implementation. In particular, in the prevailing cluster-based educational management, the study's findings remain valuable for schools in the Balochistan province of Pakistan.Originality/valueThe paper reports the results regarding secondary school head teachers' change facilitator styles in the context of power devolution in Pakistan. The authors believe that the manuscript is appropriate for publication by the international journal of educational management because it is in line with the aims and scope of the journal. The authors assure the originality of this work. It has not been published elsewhere, nor is it currently under consideration for publication in any other journal.
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Cliffe, Joanne, Kay Fuller, and Pontso Moorosi. "Secondary school leadership preparation and development." Management in Education 32, no. 2 (March 21, 2018): 85–91. http://dx.doi.org/10.1177/0892020618762714.
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In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented to men and women in secondary school leadership teams (SLTs). Drawing on interview data from a British Educational Leadership, Management and Administration Society funded investigation, we report on leadership preparation and development opportunities, aspiration to headship, headteachers’ support of ‘in house’, regional and national preparation programmes, coaching and mentoring involvement as well as access to formal and informal networks. Our analysis of SLTs as sites of potential for headship demonstrated some variability in women’s and men’s reported experiences. Accredited courses, higher degrees and workplace-based preparation provided access to leadership preparation and development opportunities; access was not transferrable from school to school. We identified a fragmented system and suggest policy and cultural changes to allow SLTs to offer inclusive and sustainable opportunities for succession planning.
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Mifsud, Denise. "Distribution dilemmas." Educational Management Administration & Leadership 45, no. 6 (August 12, 2016): 978–1001. http://dx.doi.org/10.1177/1741143216653974.
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In this paper, I explore the relationship of democracy to educational leadership; more specifically, to the notion of distributed leadership as it unfolds within policy-mandated multi-site school collaboratives, with particular reference to practices in Malta. Under the policy framework ‘For All Children To Succeed’ introduced in Malta in 2005, Maltese primary and secondary state schools embarked on the process of being organized into networks, legally termed ‘colleges’. I explore leadership distribution among the leaders constituting the college and the subsequent inherent tensions within this educational scenario. The notion of distributed leadership as perceived by the leaders is examined, and especially the leaders’ reception of its presentation in the policy document as the leadership discourse; and its eventual (non-)enactment at both school and college level. A Foucauldian theoretical framework, specifically Foucault’s concepts of power relations, governmentality, discourse, and subjectification, is used to carry out a case study of a Maltese college, collecting data via semi-structured, in-depth interviews, participant observation and documentary analysis. Narrative is both the phenomenon under study and the method of analysis. The policy discourse does not unfold in a participatory democratic manner in practice, resulting in an organizational paradox where leadership enactment in a Maltese college is ‘directed’ from above, rather than ‘distributed’. These findings may be significant for educational practice, policy and theory in terms of the generation of problematization which may lead to further research on this contested topic.
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Steed, Kevin, John De Nobile, and Manjula Waniganayake. "Merit selecting school leaders: Australian principals' perspectives." International Journal of Educational Management 34, no. 8 (April 25, 2020): 1303–15. http://dx.doi.org/10.1108/ijem-12-2019-0417.
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PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.
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Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (May 8, 2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.
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Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.
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Gil, Alfonso J., Francisco Javier Carrrillo, and Eduardo Fonseca-Pedrero. "Assessing a learning organization model: A teacher’s perspective." Management in Education 33, no. 1 (October 29, 2018): 21–31. http://dx.doi.org/10.1177/0892020618783815.
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The main objective of this article is to analyse the four basic dimensions of the learning organization (LO) – leadership towards learning, learning structure, learning opportunities and learning culture – within the school organization context. A quantitative study utilizing a survey was carried out. By means of an ad hoc questionnaire, secondary and high school teachers were asked about some characteristics of their educational organizations that could be related to a LO. The analyses of the internal structure of the questionnaire and internal consistency of the scores were satisfactory. A questionnaire has been validated that can serve as a model for the evaluation of learning organizations in the context of high school. One school sample is analysed according to the LO model. The suitability of the model for different types of schools is verified.
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AEBSAPAP, Teerasak, Tungkunanan PARIYAPORN, and Sisan BOONCHAN. "Confirmatory factor analysis of head of department’s functional competencies development: a case study in the secondary schools inThailand." Espacios 42, no. 15 (July 15, 2021): 56–65. http://dx.doi.org/10.48082/espacios-a21v42n13p05.
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Functional competencies of Head of Department has been paid attention to because for a school in Thailand, the head of each department, is very important. However, the issue is the appointment of a teacher who does not have any prior proper training before. This may cause such a teacher to have incomplete functional competencies. Therefore, it is necessary to develop the functional competencies of the Head of Department. This research focuses on the components of the functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission. As for this study, from the review on a great number of related literature, it can be granted that functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission can be grouped as follows: 1) Intellectual Leadership 2) Quality Management 3) Educational Innovation and Information Technology 4) Professionalism Development 5) Curriculum, Measurement and Evaluation of Learning 6) Learning Organization and 7) Professional Ethic. These seven dimensions are then examined using Confirmatory Factor Analysis, which shows the congruence with the empirical studies.
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Kurmysheva, Nina. "Social and community learning as one of the directions of the educational process management." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (June 16, 2021): 20–24. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-20-24.
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The directions of education development change in the conditions of VUCA world. It will allow educational institutions to be competitive and improve the quality of their educational services. One of these fields of educational process management is social and community learning.The current article studies the issue of social and community learning as one of the fields of educational process management and the possibilities of its further use in the educational process of preschool, general secondary, out-of-school and postgraduate education. The most important life skills today are actively studying and learning strategies, as well as the skill of leadership and social influence as one of the skills important for specialist, not just the leader. The content of the definitions of «social learning» and «community-learning» and their features is determined.The possibilities of using in the educational process such types of educational and cognitive activity organization as coworking, network-ing, foresight, crowdsourcing, benchmarking, event, etc. are indicated in the context of the study. Examples of practical techniques of Singaporean educational structures are given.It is concluded that community learning is an educational process implemented on the basis of partnership pedagogy, and its effective-ness and efficiency are ensured through cooperation between students, parents and teachers through various projects, informal meetings, conversations, study circles, etc. Social learning is implemented using various platforms and online tool
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Chitpin, Stephanie. "Decision making, distributed leadership and the objective knowledge growth framework." International Journal of Educational Management 34, no. 2 (October 9, 2019): 217–31. http://dx.doi.org/10.1108/ijem-10-2018-0314.
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Purpose The purpose of this paper is to know the extent to which a decision-making framework assists in providing holistic, comprehensive descriptions of strategies used by school leaders engaging with distributed leadership practices. The process by which principals and other education leaders interact various school-based actors to arrive at a distributed decision-making process is addressed through this paper. The position taken suggests that leadership does not reside solely with principals or other education leaders, but sustains the view that the actions of various actors within a school setting contribute to fuller and more comprehensive accounts of distributed leadership. Design/methodology/approach While the application of rational/analytical approaches to organizational problems or issues can lead to effective decisions, dilemmas faced by principals are often messy, complex, ill-defined and not easily resolved through algorithmic reason or by the application of rules, as evidenced by the two stories provided by Agnes, a third-year principal in a small countryside elementary school in a small northeastern community, and by John, a novice principal in a suburb of a large Southwestern metropolitan area. Findings The value of the objective knowledge growth framework (OKGF) process is found in its ability to focus Agnes’s attention on things that she may have overlooked, such as options she might have ignored or information that she might have resisted or accepted, as well as innumerable preparations she might have neglected had she not involved all the teachers in her school. Research limitations/implications The implementation of the OKGF may appear, occasionally, to introduce unnecessary points along this route and may not be laboriously applied to all decision-making situations. However, the instinctively pragmatic solutions provided by this framework will often produce effective results. Therefore, in order to reduce potentially irrational outcomes, the systematic approach employed by the OKGF is preferable. The OKGF must be managed, implemented and sustained locally if it is to provide maximum benefits to educational decision makers. Practical implications Given the principals’ changing roles, it is abundantly clear that leadership practice can no longer involve just one person, by necessity, and it is becoming increasingly difficult to imagine how things could have been accomplished otherwise. Expecting the principal to single-handedly lead efforts to improve instruction is impractical, particularly when leadership may be portrayed as what school principals do, especially when other potential sources of leadership have been ignored or treated as secondary or unimportant because that leadership has not emanated from the principal’s office (Spillane, 2006). In this paper, the authors have striven to reveal how a perspective of distributed leadership, when used in conjunction with the objective knowledge growth framework, can be effective in assisting principals in resolving problems of practice. Social implications Different school leaders of varying status within the educative organization benefit from obtaining different answers to similar issues, as evidenced by John’s and Agnes’s leadership tangles. Lumby and English (2009) differentiate between “routinization” and “ritualization.” They argue, “They are not the same. The former erases the need for human agency while the latter requires it” (p. 112). The OKGF process, therefore, cannot provide school leaders with the “right” answers to their educative quandaries, simply because any two school leaders, facing the same issues, may utilize differing theories, solutions, choices or options which may satisfy their issues in response to their own individual contextual factors. Similarly, in a busy day or week, school leaders may be inclined to take the shortest distance between two points in the decision-making process; problem identification to problem resolution. Originality/value Should the OKGF process empower decision makers to obtain sound resolutions to their educative issues by assisting them in distancing themselves from emotions or confirmation biases that may distract them from resolving school problems, its use will have been worthwhile.
Dissertations / Theses on the topic "School management teams School management and organization Educational leadership Education, Secondary"
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Tyala, Zakunzima. "School management team members' perceptions of their roles in managing Grahamstown secondary schools." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003644.
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During the apartheid era, that is, before 1994, the education management system in South Africa was fragmented, authoritarian and top-down. Principals were expected to manage schools on their own without consulting the rest of the staff. The birth of political democracy in 1994 resulted in many changes in the education system. These changes include the creation of one national department. In line with this democratisation came the concept of school management teams (SMTs). Because of the democratic nature of this kind of a structure (SMT), it is required that educators work co-operatively and as a team. This has been problematic in some schools where the principal has traditionally felt comfortable taking decisions on his or her own without any input from relevant stakeholders. Furthermore, through the legacy of apartheid, teachers themselves have dogmatically been oriented to being the recipients of instructions and to view management as the prerogative of the principals only. The formalisation of SMTs thus brings new challenges to both principals and staff members, essentially the notion of democratic or team-management. The object of this study is to find out how the concept of democratic management is being received. This study includes all the government-aided high schools in Grahamstown (ten of them). Studying all 10 high schools - 6 from the local township, 3 ex-model C schools, and 1 from the coloured township – has produced a broad and varied picture of how SMTs are being received in Grahamstown secondary schools. The study was framed within the interpretive approach, and sought to unpack the perceptions of SMT members with regard to SMTs. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ perceptions of team-management within their contexts. I used questionnaires, interviews and observation as research tools to gather data. This study has found that, although the concept of team management is well-received, there are significant obstacles to the acceptance of teamwork as an alternative form of management. Many of these may be the result of decades of disempowering governance strategies, resulting in impoverished notions of school ownership and joint responsibility. Some relate to the political nature of schools as organisations. Despite these problems, the study has confirmed that team-management is the preferred approach for a variety of reasons. Team-management usually results in enriched decision-making, the sharing of responsibilities and higher levels of support. A major systemic shortcoming highlighted by the study is the absence of meaningful training in democratic educational management.
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Toni, Nandi. "An assessment of the skills needed by school management teams to enhance their ability to manage schools effectively." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/205.
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1.1 MAIN PROBLEM A major concern in South African schools, especially in the disadvantaged areas, is the absence of effective leadership. Problems such as a lack of planning, an absence of vision, unfair resource allocation and feelings of uncertainty indicate a lack of meaningful leadership within the schools (Sterling and Davidoff, 2000:5). South Africa currently lacks a coherently explicit policy for the in-service training of school leaders. Until recently there has been no literature specifically addressing the problems school leaders face in black schools, no black professional organization for black school leaders, few opportunities for the discussion of ideas between departments, and few opportunities for training both before and after taking up a leadership position (Taylor and Tsukudu, 1995:111). The types of skills needed by School Management Teams(SMTs) for the effective management of schools depend on factors such as the needs of individual senior management members, the schools, the education system, the existing expertise of SMT members and their previous training. The purpose of skill development is to help develop and improve both the individual and the team performance of leaders responsible for managing schools in order to improve the functioning of schools(Mashinini and Smith,1995:133-135). In a growing number of developed and developing countries, a need for the more effective management of schools is becoming more important. Good management is regarded as essential if resources, both human and material, are to be used to maximum benefit so that schools make a valuable contribution to the economic and social well-being of societies (Taylor and Tsukulu, 1995:108). According to Sterling and Davidoff (2000:3), South African education is in a process of reconstruction and change. For those involved in education, the context feels unstable and at the point of delivery, the school, pressure is experienced. In addition to these problems, the socio-economic conditions result in many learners expecting not to be employed after completing their studies. This contributes to a feeling of despondence and demotivation amongst learners, which is often expressed in absenteeism, and a lack of commitment to their own education. Since 1996, reports by people in educational authority have confirmed a need for proper management training for managers in the South African educational system. In the past managers have been appointed to managerial positions such as head of department (HOD), deputy principal and principal without proper prior training. They have had to learn through trial and error and have made mistakes in the process. This situation is considered as neither inductive nor productive to a culture of teaching and learning (Deventer and Kruger, 2003:62). A study conducted by Steyn (1998:131-137) concluded that in the new South African dispensation, principals need to work closely with their first line managers in order to perform their 2 functions effectively. Steyn is of the opinion that a participative orientation in schools will be more effective than a centralized hierarchical orientation. The picture described above concerning the South African system and problems currently faced by teachers depicts a difficult environment which will not change overnight and one which requires effective intervention measures. This leads to the following problem, which will be addressed by this research. What management development skills do SMTs need to enhance their ability to manage schools effectively?.
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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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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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Maki, D. Michele Baker Paul J. "Learning leadership teams their history, structures, processes, and impact on school improvement in Illinois /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942646.
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Thesis (Ph. D.)--Illinois State University, 1999.Title from title page screen, viewed July 24, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, Donald S. Kachur, Patricia H. Klass. Includes bibliographical references (leaves 276-280) and abstract. Also available in print.
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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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Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.
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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
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Akao, Shalom Maiasi. "Seen but not heard women's experiences of educational leadership in Solomon Islands secondary schools /." The University of Waikato, 2008. http://hdl.handle.net/10289/2379.
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This study is concerned with the representation of women in leadership positions in Solomon Islands. In particular, it explores the educational leadership experiences of women working in Solomon Islands' secondary schools. While much research to date has been carried out in the developed and developing countries, very little has been undertaken in Melanesian countries. As such, we know very little about women's experiences in educational leadership in Melanesia. Research data was gathered using qualitative methods. Specifically, interviews were conducted with eight women, five were deputy principals and three were Heads of Departments. All the participants were teaching in schools in an urban centre. Data gathered were analyzed using the thematic analysis approach. The data gathering was conducted in the Solomon Islands in October 2007. The key findings revealed a number of issues that impacted on the women's leadership in their respective schools. Findings include lack of self confidence, difficulties in balancing work and family, discriminatory attitudes and the influence of the cultural patriarchal norms on the attitudes towards women in leadership positions. Other key findings related to the nature of the organization, in this case, the school. This included a lack of initial preparatory and on - going professional development programmes and a lack of consultation in the decision making process. This study also found that while the women embraced the collaborative approach to leadership, the structural barriers through the hierarchical organization of the schools meant they could not lead the way they would like to.
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Kasokonya, Sinvula Martin. "An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004558.
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The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
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Team strategies for success: Doing what counts in education. Lanham, MD: Scarecrow Education, 2001.
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The art of middle management in secondary schools: A guide to effective subject and team leadership. London [England]: David Fulton, 2000.
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Jones, Jeff. Management skills in schools: A resource for school leaders. London: Paul Chapman, 2005.
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Hudson, David. Good teachers, good schools: How to create a successful school. London: Routledge, 2009.
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Good teachers, good schools: How you can create a successful school. New York: Routledge, 2008.
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Multi-leadership in urban schools: Shifting paradigms for administration and supervision in the new millennium. Lanham, MD: University Press of America, 2002.
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Hoadley, Ursula. Managing to learn: Instructional leadership in South African secondary schools. Cape Town, South Africa: HSRC Press, 2009.
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L, Ward Catherine, and Human Sciences Research Council. Education, Science and Skills Development Research Programme., eds. Managing to learn: Instructional leadership in South African secondary schools. Cape Town, South Africa: HSRC Press, 2009.
Find full textBook chapters on the topic "School management teams School management and organization Educational leadership Education, Secondary"
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Santamaría, Andrés P., Melinda Webber, and Lorri J. Santamaría. "Effective School Leadership for Māori Achievement." In Advances in Human Resources Management and Organizational Development, 99–119. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8376-1.ch007.
Full textAbstract:
This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.