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1
Dopf, Evan R. "Perceptions of teacher empowerment in New Jersey : principals and building representatives /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1090959x.
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Wong, Wai-yiu Simon. "Does SMI make a difference? : a study on teacher's participation in school management /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596798.
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Lee, Chee-too. "Teachers participation in decision making : a case study of a local private secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118365X.
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Wong, Wai-yiu Simon, and 黃偉耀. "Does SMI make a difference?: a study on teacher's participation in school management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195909X.
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Hui, Yiu-chi. "Participative decision making and its relation to school effectiveness perceptions of vice principals in aided secondary schools of Hong Kong /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B31956063.
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Wong, Chung-kee Steve. "An investigation of the administrative duties of a sample of senior teachers in Hong Kong secondary schools : the implications for the construction of an in-service training programme in school administration /." Hong Kong : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18493907.
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Chung, Wah-on Arnold. "An investigation into the responses of staff members at different levels towards the changes in an SMI school : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596324.
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Karant, Vicki Inez. "Differentiated staffing, shared decision making and the role of administrators : three portraits of participation /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901838.
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Wiley, Janice Holifield. "A study of teacher empowerment and organizational commitment in Texas accelerated schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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LaPlante, Anne L. "The effects of the Natrona County School District participative governance model and interest based agreement process on stakeholder perceptions and implementation of district-level decisions." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095429281&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Yip, Wai-hung, and 葉偉雄. "Factors affecting willingness of heads of departments to participate in decision making in secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957602.
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Lee, Chee-too, and 李紫桃. "Teachers participation in decision making: a case study of a local private secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961046.
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Bertrand, Sheila Ellen. "A descriptive study of the nature of shared decision making in terms of context and outcomes in selected elementary schools in a large suburban Virginia public school system." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171526/.
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Mulford, David John. "The secondary head of department : professional development requirements, expectations and directions /." Canberra, 2007. http://erl.canberra.edu.au/public/adt-AUC20081201.154838/index.html.
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Botha, Marius Johan. "Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49760.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the role of management teams, in the promotion of a culture of learning, at High School level. Teachers, management teams, but also parents have an important role to play in creating a culture of learning. Thus, the parents can make a valuable contribution to the development of a learning culture and ultimately enhance lifelong learning and education. Presently, schools are in the process of developing a culture of learning, unfortunately the majority of schools are still attempting to recover from the negative effects of apartheid. In order to develop such a culture of learning, aspects such as discipline, commitment and self-discipline must be addressed. We have to strive towards educating learners to accept authority and discipline, as well as learners that will be committed and motivated. One has to remember that a culture of learning starts at home. Since culture is a dynamic entity, it has an influence on the culture of organisation and management. Through effective management, we have to create opportunities for every individual to develop his/her full potential. The management team thus plays a significant role in establishing and maintaining a learning culture. A school culture is determined by the value, attitude and behaviour of certain situations that lead to insufficient, unacceptable learning activities. Through projects, initiated by government, we will be able to create more awareness and participation in the development of a culture of learning. The role of parents is placed under the spotlight, because of different needs within a culture of learning. By placing parents under this spotlight, we can focus on the management team and also the governing body. This implies that there has to be a management and strategic plan in place. By having these factors in place, one can create and build a better and healthy relationship between the parents and the school. The approach followed in the study was firstly to contextualise the need for a learning culture against the background of changes in the South African education system in the last few decades. Thereafter, relevant concepts were identified and defined: the general concept of culture was was more closely explained and differentiated by investigating the relationship between concepts such as organisational culture, school culture, learning culture and teaching culture, as well as the connection between school based management and a learning culture. Two important steps follow: firstly, the study investigated the preconditions for the establishment of a learning culture, including the potential participation of stakeholders - especially with the aid of information obtained through personal inputs from role players in a specific school project of which the writer was part - and secondly, the study looks at conditions necessary, once it is established, to maintain and sustain a healthy learning culture, with special reference to the cardinal role of the management team. The study concludes with recommendations and suggestions for further research.
AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om 'n beskrywing te gee van die funksie en die rol wat bestuurspanne, in die bevordering van 'n leerkultuur op hoërskoolvlak, moontlik kan speel. Soos die onderwyser en die bestuurspan 'n belangrike rol het om te vervul in die vestiging van 'n leerkultuur, het die ouers ook 'n belangrike rol om te vertolk. Die ouer behoort dus 'n bydrae te kan lewer tot die ontwikkeling van 'n leerkultuur en uiteindelik ook tot lewenslange leer en opvoeding. Skole is tans besig om 'n leerkultuur daar te stel, maar die meerderheid van skole is nog besig om te herstel van die negatiewe gevolge van apartheid. As ons 'n leerkultuur wil vestig, moet daar dissipline, toewyding en self-dissipline wees. Ons moet streef na leerders wat gesag en dissipline sal aanvaar, asook leerders wat toegewyd sal wees met 'n positiewe ingesteldheid teenoor die opvoedingsstruktuur. Wat ons wel moet onthou, is dat leerkultuur by die huis begin. Met dié dat kultuur dinamies is, het dit ook 'n invloed op organisasie- en bestuurskulture. Met effektiewe bestuur moet ons elke individu die geleentheid gee om te ontwikkel tot sy volle potensiaal. Die bestuurspan speel dus 'n beduidende rol in die vestiging of handhawing van 'n leerkultuur. Skoolkultuur word bepaal deur die waarde, houding en gedrag van sekere situasies wat bydra tot 'n ontoereikende onderrigaktiwiteit. Deur die vestiging van projekte wat geïnisieër is deur die regering, salons baie meer betrokkenheid kry by die vestiging van 'n leerkultuur. Die rol van die ouers word onder die soeklig geplaas as gevolg van die verskillende behoeftes in 'n leerkultuur. Deur die ouers onder die soeklig te plaas, kom die bestuurspan en die beheerraad na vore. Dit impliseer dat daar 'n bestuursplan en 'n strategiese beplanning in plek moet wees. Deur dit alles daar te stel, kan ons 'n beter verhouding bou, tussen die ouer en sy skool, en daardeur die leerkultuur van die skool versterk en uitbou. Die benadering in die studie was om eers die behoefte vir 'n leerkultuur te kontekstualiseer teen die agtergrond van veranderinge in die Suid-Afrikaanse onderwysstelsel in die laaste paar dekades. Daarna is relevante begrippe geïdentifiseer en omskryf: die algemene begrip kultuur is nouer verduidelik en gedifferensieer deur die verwantskap te ondersoek met begrippe soos organisasiekultuur, skoolkultuur, leerkultuur en onderrrigkultuur, sowel as die verwantskap tussen skoolgebaseerde bestuur en leerkultuur. Twee belangrike stappe volg: eerstens is die voorvereistes vir die vestiging van 'n leerkultuur ondersoek, insluitend die potensiale deelneme van belanghebbendes - veral met behulp van inligting bekom deur persoonlike insette van rolspelers in 'n spesifieke skoolprojek waarby die skrywer betrokke was - en tweedens, word die voorwaardes vir volhoubaarheid, nadat dit wel gevestig is, van 'n gesonde leerkultuur bespreek, met spesiale verwysing na die kardinale rol van die bestuurspan. Die studie word saamgevat met aanbevelings en voorstelle vir verdere navorsing.
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Miller, Margaret D. "The impact of the Principals' Academy on teachers' perception of their empowerment in group decision making in West Virginia faculty senates." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=177.
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Thesis (Ed. D.)--West Virginia University, 1998.Title from document title page. Document formatted into pages; contains viii, 110 p. Includes abstract. Includes bibliographical references (p. 83-98).
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Hui, Yiu-chi, and 許耀賜. "Participative decision making and its relation to schooleffectiveness: perceptions of vice principalsin aided secondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956063.
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Beattie, Rebecca Jane. "A comparison between middle school and high school teachers' perceptions of empowerment, teaching social skill competency, and participative leadership." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-153036.
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Ndakolonkoshi, Klaudia. "Beginner teachers’ leadership development opportunities: an interventionist case study in a rural combined school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61603.
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The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study is a formative intervention adopting a case study approach located in a critical paradigm since it aimed to bring changes in the activity system of the beginner teachers. The data were collected from ten participants: four beginner teachers, four experienced teachers, the principal and the Head of Department. The data were generated using the following techniques: document analysis, interview, questionnaires, observation and Change Laboratory workshops. The data were analysed thematically using second generation of Cultural Historical Activity Theory (CHAT) and Grant’s (2006, 2008, 2010) Teacher Leadership Model. The findings revealed that there were different understandings of the concept of teacher leadership. It was viewed as participation, influence, motivation and mentoring. It was also revealed that beginner teachers practiced leadership roles across the four zones of Grant’s (2006, 2008, 2010) Teacher Leadership Model, but to various extents. A high participation was noted in zone one within the classroom and zone two in curricular and extra-curricular activities and minimal participation was reported in zone three within the whole school development and zone four beyond the school into the community. Teacher leadership in the case study school was constrained by several factors, including teachers’ reluctance to lead, cultural beliefs, top-down leadership structure and lack of experience. Due to the minimal participation of beginner teachers in zone three and four, the findings suggested that the school should foster a collaborative culture, establish induction and mentoring committees in the school and encourage beginner teachers to take up leadership roles by providing opportunities for them to lead through delegation. In a series of Change Laboratory workshops (CLW) the principal and the Head of Department took up the responsibility of providing leadership training to the teachers to enable them to assume leadership roles in the school. In addition, participants agreed to establish induction and mentoring committees in the school to provide guidance and assistance to teacher leaders.
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Wong, Chung-kee Steve, and 黃仲基. "An investigation of the administrative duties of a sample of senior teachers in Hong Kong secondary schools: theimplications for the construction of an in-service training programmein school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955526.
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Taylor, Rita Neville. "Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10042006-143847/.
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Marshall, Ralph L. Arnold Robert. "A case study of a school improvement program through participatory decision making utilizing cost-versus-benefit information." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720811.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 31, 2006. Dissertation Committee: Robert Arnold (chair), Paul Baker, Kenneth Strand, Norman Durflinger. Includes bibliographical references (leaves 72-74) and abstract. Also available in print.
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John, Daisy Mary. "Developed teacher leadership in a township high school : an interpretive case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018548.
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South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who passionately want progress in the youth of South Africa. What better way than to ‘Awaken the Sleeping Giant’ of teacher leadership, borrowing the term from Katzenmeyer and Moller (2009). This study was designed as a case study, the purpose of which was to find out about the enactment of teacher leadership in an Eastern Cape township high school as well as the enhancing and hindering factors to this enactment. This study was done as a replication study of a similar study done by a group of 11Master’s students at the University of KwaZulu-Natal in 2010. Similar to the original study, this case study was located within the interpretive paradigm and drew on school profiling, survey questionnaires, a focus group interview, selfreflective journals and individual interviews for its methods of data collection. The study was framed by distributed leadership while Grant’s (2008; 2012) Model of teacher leadership was adopted as the analytical tool. It emerged from the data that the three teacher leaders, my primary participants, exhibited teacher leadership across all four zones of Grant’s (2008) Model. The first zone was leadership in the classroom where all three teacher leaders showed leadership to varying degrees. Zones Two to Four are about leadership beyond the classroom into the school and beyond. In Zone Two, the zone where teachers work with each other and the learners outside the classroom, substantial levels of leadership were enacted by the three teacher leaders. Zone Three, where leadership is exhibited in whole-school development, the three primary participants showed distinct leadership qualities as well. The fourth zone, which is about interaction with neighbouring schools, also revealed that all three teacher leaders demonstrated active leadership on a regular basis. Findings further revealed that there were only a few inhibiting factors to the leadership of teachers at the case study school, including limited resources and infrastructure as well as insufficient support and acknowledgement from the relevant stakeholders when leadership initiatives were made, either successfully or otherwise. However, the enhancing factors superseded the inhibiting factors. A functional committee culture guided by a shared vision existed in the case study school together with an ethos of trust which enabled the staff to work collaboratively. Though there was certainly room for improvement in leadership practices at this case study school, the enactment of teacher leadership in this school illustrated a strong case of ‘developed’ teacher leadership (Muijs& Harris, 2007) within a dispersed leadership framing (Gunter, 2005)
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Zokka, Thomas Kayele. "An exploration of teacher leadership : a case study in a Namibian urban primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001809.
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After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
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Sommer, Deborah. "Identifying Factors that Influence Perceptions of Teacher Efficacy as a Means of Building Capacity for Restructuring Schools: a Case Study Approach." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1140.
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Recent efforts to restructure schools through increased teacher involvement are likely to fail without a corresponding redesign of the underlying organizational and political structure of schools. Because the current structure of most schools actually prohibits the collaboration necessary to effect change and promotes professional isolation instead, staff members faced with the tasks of restructuring experience frustration more often than success. The changes that do occur are often superficial and cosmetic while the basic hierarchy and mechanisms of control remain intact. Allowing teachers to redesign their schools, specifically to develop new models that promote interdependence and the sharing of professional expertise, provides an opportunity to explore the reasons teachers might choose to forego the relatively safe world of the self-contained classroom to participate in the often stressful and time consuming development and implementation of new approaches to teaching and learning. Exploring those factors which motivate teachers to attempt innovation and determining the attributes and beliefs of those teachers about school change is the focus of this study. The study investigates the concept of teacher efficacy, the teacher's belief that his/her actions affect student achievement or that he/she has the "ability to have a positive effect on student learning" (Ashton, 1984; Ashton & Webb, 1986). The perceptions of efficacy among selected teachers in an urban elementary school in the Northwest involved in implementing an Accelerated School model are examined in an effort to determine which factors influence those feelings. Identifying the issues which confront teachers engaged in innovation and the conditions they feel contribute to their success or failure is also an outcome. Increased efficacy, the perceived ability to "make a difference," is critical to classroom effectiveness and efforts to restructure schools. Data were obtained during the 1993-1994 school year by means of an efficacy scale based on the model developed by Gibson and Dembo (1984), structured interviews with selected teachers, an open-ended questionnaire, and observations during a sharing session with teachers in a nearby district considering a similar innovation.
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Chung, Wah-on Arnold, and 鍾華安. "An investigation into the responses of staff members at different levels towards the changes in an SMI school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958606.
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Mancoko, Melikhaya Kenneth. "The enactment of teacher leadership in a township high school : a restricted form." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019886.
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Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.
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Adediji, John Oluwole. "An exploration of leadership practices: a case study in a public high school in Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001955.
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The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.
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Muronga, Michael Muduva. "The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003571.
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The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
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Lau, Shiu-kwong, and 劉少光. "Assistant principals and administrative committee system: decision making in Hong Kong aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956488.
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Latsha, Xolisa Noluvo. "An investigation of teacher participation in decision -making, curriculum and management issues: a case study of four secondary schools in the Fort Beaufort District, Eastern Cape Province." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/1851.
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The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.
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Mabovula, Nonceba Nolundi. "A philosophical exploration of democratic participation in school governance in selected South African black schools in the Eastern Cape Province." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1224.
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Thesis (PhD (Education Policy Studies))--Stellenbosch University, 2008.Since the dawn of democracy in South Africa in 1994, the South African Education System embarked on an all important democratisation process. In schools, this included attempts to dismantle the concentration of powers to include all stakeholders in the governance of schools. Through this, government wanted to ensure that education in its entirety is geared towards development. This includes the birth of the South African Schools Act, which states that a school governance structure should involve all stakeholder groups in active and responsible roles, and encourage tolerance, rational discussion and collective decision - making. This, in spite of the Act, did not prevent schools, particularly black schools, from excluding learners from exercising their democratic rights in terms of the Act. This led to the perennial question underpinning this study: what idea of democratic participation could prevent the exclusion of learner voices in school governance? The study proceeds from using the broad theory of democratic participation to include a liberal democratic approach. It argues for an inclusive democratic participation to enable/promote a stable school environment. The basic concept is that each school governance individual is to be treated equally, and with due regard to his/her actual personal preferences. Three distinct and inseparable methods of inquiry, namely conceptual analysis, deconstructive analysis and the use of narratives, and three forms of data capturing in the form of questionnaires, focus group analysis and journal entries are employed. Research findings revealed six problem areas that had emerged from the data which shows that the situation in the structure of school governance is far from ideal. I then introduced the deliberative democratic school governance (DDSG) perspective as a tentative solution, as it became apparent that quite a number of crucial issues are lacking in the structures of school governance. These uncertainties and attitudes undermine the role of learners in governance and also segregate their legitimacy in the decision - making processes of a democratic state. Deliberative democratic school governance (DDSG) therefore becomes the vehicle through which schools should address the continuous uncertainties and impediments that govern their operations in the school community and the staggering lack of partnership within the school governance structure. I argue and suggest that deliberative processes could be effective if they can be fused with an African culture. The debate has to move from a ‘Western’ deliberative democratic participation model to one that both deals with and addresses the bigger picture of ‘African’ democratic participation which is driven by the belief that a person possessing ubuntu will have characteristics such as being caring, humble, thoughtful, considerate, understanding, wise, generous, hospitable, socially mature, socially sensitive, virtuous and blessed, thus marking a shift from confrontation to conciliation. Finally, the study identifies the need for moral ethics and democratic/social justice to help address the complex societal issues which influence learner outcomes and insists that schools become accountable for creating an authentic supportive school environment for all communities and its role players. Moral ethics, in its fight against violence and crime, will provide a guide for educators, learners and parents. Its aims of ethical living and democratic justice will provide the basis for a framework of balance and harmony within these groups or society.
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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.
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Biyela, Isaac M. "Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50413.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: This study focuses on problems in the teaching fraternity after 1994. The transition to democracy brought about major changes in the running of the civil service. This study explores how the education policy of the central government in general, and that of KwaZulu-Natal Province in particular, affected human relations between school managers and teachers. A questionnaire was used to investigate the issue. Education policy guidelines and literature have been used to illustrate how policy can produce unintended consequences. The respondents to the questionnaire were selected school managers and teachers. The questions were aimed at gauging opinion regarding issues such as protection of line managers, moratorium on teacher transfers, the Labour Relations Act, commitment to teaching and training needs, to name just a few. Human relations seemed to worsen from 1996 to 1999 as most educators disobeyed the rules and to same extent continued to do so even after this period, in the name of unionism driven by "relatively" fair labour practice. One of the contentious issues in the conflict was the Labour Relations Act of 1995 that streamlined all labour sectors, thus doing away with differentiated legislation on each sector. The study found that the following factors contributed to strained human relations in the KwaZulu-Natal education sector: The abolition of corporal punishment in schools, a general lack of recognition for educational achievement of educators, a lack of recognition for good performance by supervisors, the way in which the Labour Relations Act was implemented in schools, unregulated voluntary severance packages for teachers, and the refusal by teacher unions to take up the duty loads of terminated temporary educators. In the light of the above the study made four recommendations: Knowledge and understanding of the Labour Relations Act should be strengthened among educators, further education of teachers should be recognised as it affects the quality of education in schools, the re-opening of educator transfers should be investigated, and training programmes are important to ensure capacity building.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op probleme wat in die onderwys-sektor ervaar is na 1994. Die transisie na demokrasie het groot veranderinge gebring tot die manier waarop die staatsdiens bestuur is. Die studie ondersoek die manier waarop mense-verhoudinge tussen skoolbestuurders en onderwysers, affekteer is deur die beleid van die sentrale regering in die algemeen, en die provinsie van KwaZulu-Natal in die besonder. 'n Vraelys is gebruik om die ondersoek te doen. Onderwysbeleidsriglyne en literatuur is gebruik om te illustreer hoe beleid in hierdie gevalonvoorsiene gevolge gehad het. Die respondente tot die vraelys is geselekteerde skoolbestuurders en onderwysers. Die vrae is gemik daarop om die opinies rakende die volgende kwessies te meet: die beskerming van lynbestuurders, die moratorium op onderwyser verplasings, die Wet op Arbeidverhoudinge, die verbeterings tot onderwys- en opleidingsbehoeftes, ensomeer. Verhoudinge het veral tussen 1996 en 1999 versleg, met die gevolg dat die meerderheid van onderwysers in die provinsie die department se reëls gebreek het (selfs na hierdie periode), in die naam van vakbond-aksie gedryf deur "relatiewe" regverdige arbeidspraktyk. In hierdie verband, was een van die vernaamste sake in die konflik die Wet op Arbeidsverhoudinge van 1995. Hierdie wet het alle arbeidsektore onder een bedeling gestroomlyn en so weggedoen met gedifferensieerde wetgewing vir elke sektor. Die studie vind op grond van die vraelys dat die volgende faktore die vernaamstes was in die KwaZulu-Natal onderwys sektor: Die afskaffing van lyfstraf in die skole, die tekort aan erkenning van studie deur onderwysers, die tekort aan erkenning vir goeie prestasie deur toesighouers, die manier waarop die Wet op Arbeidsverhoudinge in skole toegepas is, ongereguleerde toekenning van vrywillege aftrede pakkette, en die weiering deur onderwys vakbonde om die verpligtinge van afgedankte tydelike onderwysers to skouer. In die lig van hierdie faktore is die volgende voorstelle gemaak: Kennis en verstaan van die Wet op Arbeidsverhoudinge moet beter aan onderwysers gekommunikeer word, verdure studie deur onderwysers moet erken word aangesien dit die kwaliteit van onderwys beinvloed, onderwys verplasings moet weer ondersoek word, en opleidingsprogramme is 'n belangrike manier van kapasiteitsbou.
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Seeli, Fusi David. "Managing ineffective secondary schools in Lejweleputswa district." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/197.
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Thesis (M. Ed.) Humanities)) -- Central University of Technology, Free state, 2013In this study, the researcher used literature review and empirical investigation to: * establish management styles that are adopted in both effective and ineffective secondary schools; * examine the main causes of secondary schools’ ineffectiveness; and * determine and recommend guidelines for the effective implementation of participative management styles in ineffective secondary schools. The research method consisted of an investigation in which a sample of two hundred educators in Lejweleputswa district in the Free State was involved. In order to determine the effective ways of managing ineffective secondary schools, each respondent completed a questionnaire. The empirical research was undertaken to gather information that could provide answers to the following research questions: * What management styles are adopted in both effective and ineffective secondary schools? * What are the main causes of ineffectiveness in secondary schools? * In what way can participative management styles change the status of ineffective secondary schools? The literature survey conducted by the researcher showed that leadership styles that are used as a measure for the effective management of secondary schools are effective. Effective management is developed and enhanced with the use of various leadership styles. The empirical investigation shows that: * educational activities presented are learner-centred * learner development is promoted through a well-designed academic programme * learner performance is regularly monitored * schools show appreciation for learners’ effort and success * learning environments are learner-friendly * educators are involved in decisions that have an effect on their employment * educators work together as co-workers to improve on their teaching practices * educators are provided with opportunities to upgrade their teaching skills * school management teams (SMT) delegate authority to their subordinates * educators turn teaching and learning into challenges that promote creative problem-solving skills * educators work effectively with parents and the community * educators do not work in isolation * there is no lack of social interaction among educators * educators do not find it difficult to control classroom events The researcher provided recommendations for the above findings. The recommendations were highlighted in chapter five. These recommendations proved to promote effective ways of managing ineffective secondary schools.
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張鼎宏. "澳門教師參與學校行政決策與工作滿意度之關係." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586594.
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"Uitnodigende onderwysbestuur as faset van professionele leierskap." Thesis, 2014. http://hdl.handle.net/10210/12765.
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Naidoo, Shamala. "The association between bureaucratic principles and contrived collaboration: implications for school management." Thesis, 2010. http://hdl.handle.net/10210/3289.
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M.Ed.Educational organisations on the international front are being bombarded by a proliferation of in-vogue terminology such as participative management, collaboration, shared vision and decentralisation that are associated with the collegial management model. However, an in-depth critical analysis of international educational systems reveal that these new-age concepts associated with collegiality are more theoretical in nature and seldom translated into practice in schools (Sergiovanni and Starratt, 1988). There are still deep seated bureaucratic principles embedded in the management fibre of schools and this gives rise to a false type of working together namely “contrived collegiality”, in an effort to comply with the existing demands perpetuated by legislature and policy. According to Hargreaves (1994: 192) contrived collegiality, as opposed to genuine collegiality, arises through administrative control, and is imposed on the teachers regardless of their desires.
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Mosebi, Christina Baipedi. "Teacher control and school management in selected secondary schools in Kagiso." Thesis, 2014. http://hdl.handle.net/10210/9644.
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MacDougall, Carol A. "School health committees: Perceptions of public health staff." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=81035&T=F.
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"中国內地课程改革下的教師合作: 南京兩所小学的个案研究 = Teacher collaboration in the context of curriculum reform in the Chinese mainland : a case study of two primary schools in Nanjing." 2014. http://library.cuhk.edu.hk/record=b6115519.
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全球教育改革情境下，国际教育政策议论聚焦于教师在实践中的专业发展，并希冀发展专业学习社群。专业学习社群经由教师互动沟通逐步建构而来，其发展有赖于教师合作的持续开展。回应全球教育改革浪潮，中国内地致力于通过校本教研政策增进教师合作，以促进教师专业发展。本研究以实践社群为理论视角，从南京市两所个案小学选取37名教师，就其对合作的参与、诠释和理解开展深入访谈，并辅以文本搜集和观察，试图探讨校本教研中教师合作开展意义协商的过程。
研究所见，教师合作处于校本教研政策引导之下，在科层结构体系中制度化为校本教研教师社群。教师社群在意义协商过程中发展出服从权威、注重和谐、感情和认知并行的沟通规范，以便合作达成工作任务。工具理性之下，教师社群追求短期效用最大化，定位于实用性教学技能再生产。
本研究深化了教师参与合作过程的探讨，发展出校本教研意义协商的本土理解，并回应了实践社群、专业学习社群和教师专业性的学术讨论。在社群层面，教师在科层官僚体制下发展出学科社群。在知识领域层面，区教育行政部门主导教研方向。在实务层面，教师分工完成及共享课程规范流程、教案和公开课。在沟通规范层面，教师社群遵从集权式领导，在情感和认知的支持下合力完成技术性工作任务。由于以和谐之名规避不同见解和争议，教师社群并未发展出建设性争议。在实践定位层面，教师社群实践主要定位于问题解决，重教学技能操作再生产，约制了潜在的发展路向和交流空间。教师以多种不同的方式参与教师社群当中，基于不同的发展阶段及个人选择，呈现出多元发展轨迹。个案学校校本教研并未发展成专业学习社群。教师的专业性基于不同的职业生涯阶段，呈现出复合专业性。
校本教研教师社群可考虑拓展外延，并通过支持非正式微社群、鼓励参与以提升内涵。教师合作宜摒弃技术取向，开展开放式专业对话，加强专业对话的自我反思，突破模仿借鉴的限制，拓展再专业化空间。
In the context of global education reform movement, teacher professional development has received much attention in international education arena. It is considered to be a potential way for school-based teacher development develops to be professional learning communities (PLCs). PLCs are viewed to be constructed gradually through teacher interactions and communications. The development of PLCs is tightly related to the continuing teacher collaboration. In response to the wave of global education reform, the Chinese mainland implements school-based teacher development policies to encourage teacher collaboration.
Informed by the theory of communities of practice (CoP), this study adopts a case study approach to explore the process of negotiation of meaning in teacher collaboration in school-based teaching and research. In-depth interviews were conducted on 37 teachers in two primary schools to collect data on teachers’ perception, understanding and participation in collaboration. Observations and document collection were also carried out to collect data to map out a more detailed picture.
Findings revealed that teacher collaboration was institutionalized as subject teacher communities in hierarchical structure system, guided by the policies of school-based teacher development in District Education Bureau. In the process of negotiation of meaning, teacher communities developed into three major norms of interaction: obedience to authority, relational harmony, emotional and cognitive support being combined. With the principle of instrumental rationality, teachers pursued the maximization of short-term utilizing teaching materials. Teacher collaboration was oriented towards the reproduction of teaching skills.
This study enriches the academic discussion on the process of teacher collaboration, develops local understanding of negotiation of meaning in school-based teacher development, and makes theoretical contributions to the international academic discussion on the understanding of CoP, PLCs and teacher professionalism. Concerning the teacher community, teachers were guided to develop subject communities in hierarchical structure system. For the knowledge boundry, district administrators led the direction of school-based teacher development. Regarding the practices, teachers worked together and shared standardized course procedures, teaching plans and open lessons. Concerning the norms of interaction, teacher followed patriarchal leadership, provided emotional and cognitive support reciprocally, and worked together to finish technical tasks. As divergent ideas and opinions were avoided for the sake of harmony, teacher community did not generate constructive conflict. Regarding the orientation of practice, teacher community targeted problem solving, laid emphasize on the reproduction of teaching skills, and limited the potential space for teacher communication. Teacher professionalism underwent a mixed effect based on developmental stages and personal choices. Subject teacher groups were not developed into PLCs in our case schools, but they demonstrated unique local features. Teachers showed divergent learning trajectories in their professional career within the teacher community.
It would help to extend external boundary of communities through developing networked learning communities. The capacity of communities would be cultivated through supporting informal micro-communities and encouraging participation. Teacher collaboration should abandon technical approach, and open professional dialogues should be encouraged. Enhancing reflection in the process of professional dialogues helps to nurture professional judgment to extend professional space.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
乔雪峰.
Thesis (Ph.D.) Chinese University of Hong Kong, 2014.
Includes bibliographical references (leaves 263-279).
Abstracts also in English.
Qiao Xuefeng.
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""教授治学"的制度化过程: 中国内地一所研究型大学的个案研究 = The institutionalization process of 'academic issues governed by professors' : a case study of a research university in the Chinese mainland." 2015. http://library.cuhk.edu.hk/record=b6115541.
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西方大学强调同僚管治或者共同管治，认为教师作为专业人员，或者作为大学事务的重要利益相关者，应该参与决策过程，影响决策结果。内地大学近年同样较为关注教师的决策权力，不仅在政策层面明确提出"教授治学"，部分大学更是相继在院系层面成立教授委员会，强调教师在学术事务应该享有发言权。在此背景下，本研究以内地一所研究型大学为个案，探讨教师在日常工作情境中，参与学院层级之课程、招生、教师招聘、职称评定等学术事务决策的制度化过程。研究发现，校级学术领导享有学术事务的决策权，院级学术领导通常主导相关决策的执行，负责各个环节的任务分工以及不同意见的处理，虽然成立了教授委员会，但其目前仅获得"咨询权"或"知情权"。教师大多听从学术领导的安排，参与部分环节的实施过程，或者承担低层次的行政杂务，而且，多数教师自然而然的接受这种"家长式"的决策方式，较少思考甚至意识到有其他选择的可能。另外，行政部门作为校级学术领导意志的"传声筒"和"守护者"，往往过于注重"通报"决策结果，保证其顺利执行，没有为教师提供发声平台，不同于领导决策意图的意见往往无法上达。
回应制度化过程及共同管治的学术讨论。对于成立教授委员会等新的做法，教师通常无需缜密逻辑思考，而是"自然而然"地认同行政部门下达的程序。目前的做法已为多数教师视为"正常"，并未如西方经验就相关议题进行沟通和对话。行政部门忽视教师不同意见，在一定程度上强化了"家长式"的决策方式，在家长式决策的再生产过程中，扮演了重要守护者的角色。关于共同管治，教授委员会属于"咨询式决策"，只能就有关决策提供意见，结果仍由学术领导作最终决定，教授委员会并未享有真正的决策权。另外，教师在决策过程中倾向于扮演接受者、应对者和抽离者等角色。本研究建议应给予教授委员会独立的决策权，同时为教师参与决策及表达不同意见进一步搭建平台，另外，学校层级亦应下放更多决策权予学院及学系。
Shared governance is highly valued by Western universities. As professionals or the key stakeholders, the academics should be involved in the decision-making process. Similarly, the academic’s participation in university governance has also attracted much attention in Mainland China. "Academic issues should governed by professors" is clearly stated in policy papers, and the professor committees at the faculty level have also been established in a number of universities to enhance the academics’ involvement in the decision-making process on the academic issues. In this context, the study selected a research university as the case to explore the institutionalization process of the way by which the academics involve in the issues such as curriculum, student admission, teacher employment and promotion at the faculty level.
The study observed that university academic leaders made decisions on major university issues; the faculty academic leaders dominated the implementation process and took charge of task division. While the authority remained with the academic leaders, academics were brought into part of the implementation process. More importantly, the academics have already taken the patriarchal way of decision-making for granted; they seldom question, reflect on or even take notice of it. The newly-established professor committee did not obtain the genuine authority to make decisions, and the academics tended to perceive that they had limited participation in the professor committee. In addition, as the "mouthpiece" and the "guardian" of the university academic leaders’ will, the administration departments paid more attention to ensure the decisions of university academic leaders to be implemented smoothly, there was no formal channels for the academics to express different opinions.
In the meantime, this study provided contextualized observations of institutionalization process and shared governance. As for the introduction of new measures, the academics usually need no logical thinking, but accepted the procedures commanded by the administrative department naturally. The patriarchal way of decision-making has been regarded "normal" by most of the academics; there was no communication and dialogue process before the new measures stabilized which is valued by western academics. The administrative departments ignored different opinions which helped to strengthen the paternalistic way of decision-making, and play a key role in the reproduction process of old practices as well. As to the shared governance, the consultative role of professor committee was revealed in the cases, the academics could only offer advice while the academic leaders hold most of the decision-making power. In addition, most of the academics were accepters, copers and disengaged in the decision-making process. Given that, the study suggests the professor committee should obtain authentic and independent power in decision-making. The university should decentralize more authority and autonomy to the faculty level to ensure academics have authentic participation in the process of decision-making.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
朱賀玲.
Parallel title from added title page.
Thesis (Ph.D.) Chinese University of Hong Kong, 2015.
Includes bibliographical references (leaves 223-242).
Abstracts also in English.
Zhu Heling.
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Lunn, Jill. "A study on teacher professionalism and teacher leadership : the teachers' viewpoint /." 2006. http://adt.waikato.ac.nz/public/adt-uow20060905.101132/index.html.
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"Onderwyserbesluitneming en skoolklimaat." Thesis, 2014. http://hdl.handle.net/10210/12725.
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Moffat, Andrew. "Deelnemende besluitneming in skoolbestuur." Thesis, 2014. http://hdl.handle.net/10210/11664.
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M.Ed. (Educational Management)Whether we are setting goals, achieving them or coping with the issues which arise in organizing and carrying out day-to-day activities, depends on our ability to make and implement decisions. The decision-making process in the school organization therefore depends solely upon the knowledge the principal has of this process. Knowledge of the decision-making process should enable the principal to sharpen and improve his decision-making skills. To accomplish both the making and implementing of decisions in the school organization consistently well, is no mean·tasks. In striving to determine the importance of decision-making in the school organization the main objective in. this study is to examine and describe, that the implementation of decision-making without wider involvement by the teachers could severely jeopardize the effectiveness of the decision making process. In addition to the above-mentioned objective, the question on how to make the decision-making process workable in order to eventually achieve the organizational objectives, is thoroughly investigated in chapter two. This stresses again the need to realize that the effectiveness of a principal in a school is directly related to the quality of the decisions being made. Thus a principal can be viewed as a specialist in the field of decision-making. Decision-making, then becomes synonymous with managing the school organization. As mentioned above the entire decision-making process, including the steps required to reach a sound decision and the factors influencing the decision-making process, all contribute to making wider involvement in the decision-making process worthwhile.
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Jordaan, Jannie Rudolph. "Pedagogiese essensie verwesenliking deur derdevlakbestuur." Thesis, 2014. http://hdl.handle.net/10210/12674.
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Chetty, Uthamaganthan Perumal. "An investigation into staff participation in the management of three secondary schools in the Phoenix-Verulam district." Thesis, 2003. http://hdl.handle.net/10321/2016.
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Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2003.Education has undergone many changes, over the past ten years. Prior to 1994, public schools in South Africa were-predominantly bureaucratic organisations where the principals of schools implemented an autocratic style of management. Now education-has moved away from such a system to-a-democratic system- in-which staff participation is encouraged. After 1998, the-Department of Education and Culture of KwaZulu-Natal made it compulsory for the principal to inform staff on all procedures to be implemented in the rationalisation and redeployment process. The Department also encouraged staff participation in deciding on matters relating to the schoot The researcher undertook a research study in three secondary schools in the Phoenix- Verulam District to assess the extent to-which staff were involved in management decisions and whether this had been successful. It was discovered that problems were encountered when management and administrative responsibilities were shared with staff members. The researcher made recommendations to solve these problems and improve staff participation in the management of a school.
M
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Khoza, Shonaphi Fanecky. "Teacher participation in site-based management in schools: a case study." Diss., 2004. http://hdl.handle.net/10500/1786.
Full textAbstract:
Site-based management (SBM) is recent restructuring initiative in schools. The study is carried out with the aim of investigating the extent to which teachers participate in site-based management in schools. The researcher assumes that teachers are sidelined in site-based management in schools. An extensive literature review provides a theoretical foundation of the study and exposes the nature of site-based management. The qualitative approach is used in the case study. Data are collected through interviews that were conducted between July and September 2004. The interpretive paradigm is used in data collection, analysis and interpretation.
The collected data are analysed through inductive analysis. The major research finding is that teachers are marginalised in site-based management in schools and that school-based decision making is still largely in the hands of school principals. It is recommended that principals and SMT's improve their management and leadership styles in order to allow for real participation of teachers in decision-making to take place.Educational Studies
M.Ed (Education Management)
50
Shezi, Sydney General. "An evaluative study of the principal's leadership role in facilitating participative management." Thesis, 2005. http://hdl.handle.net/10530/171.
Full textAbstract:
Submitted in partial fulfilment of a Masters Degree in
the Department of Educational Planning and
Administration at the University of Zululand, 2005.Educational policy reform such as South African Schools Act, No. 84 of 1996 and the National Education Poiicy Act, No. 27 of 1996 require all educators to participate actively in the governance and management of their schools with the view to providing better teaching and learning environments. Educators must participate in the management processes of their schools to bring about deliberate, meaningful and effective management. This study provides both a literature review and an empirical study of strategies that principals may adopt to facilitate participative management among educators. The following key findings emanated from the study: • There is a lack of educator involvement in the management process. • Principals do arrange formal meetings with educators frequently enough but do not structure meetings tightly enough. • There is a general lack of communication between the school management team and educators. • Educators are not involved in the implementation of educational policies. The following recommendations were extrapolated from the above findings: • Principals should encourage networking between schools so as to promote interschool communication, resource sharing, staff and learner collaboration and information exchange. • Principals should conduct staff training programmes and should promote teamwork among educators in their schools. • Effective management strategies should be made explicit in training workshops and policy documents such as the South African Schools Act, No. 84 of 1996, should be discussed in educator forums. It is the fervent hope of the researcher that this study will alert principals to pitfalls of authoritarian management styles and equip principals with practical strategies and techniques to effectively facilitate participative management in their respective schools.