This study aimed at exploring the school effectiveness characteristics of two high schools, one with high (School A) and one with low (School B) levels of placement ratio in &Ouml / SS for their graduates, to observe their characteristics as perceived by their stakeholders (students, teachers, parents, school administrative staff and managers). In this study, a comparative pre-structured case study method was employed. The study was conducted in two private high schools in the province of Ankara, Turkey. The participants were 10 students, 10 teachers, 10 parents, 2 non-academic staff and 3 administrators from School A, and 10 students, 10 teachers, 7 parents, 3 non-academic staff and 2 administrators from School B. A framework drawn by the researcher as a result of review of relevant literature was used to conceptualize the study and to guide the interview schedules to collect data. According to this framework, six general areas in effective school literature were explored. These areas were academic emphasis, organization and administration, school climate, home-school relations, teaching staff, and physical and financial resources. The data collected through semi-structured interviews were analyzed using content analysis technique. The findings revealed that two case schools had major differences almost in all areas explored. The only major similarity between two schools was in the leadership and leader qualities under organization and administration area. The effective school characteristics of the school with high levels of placement ratio in &Ouml / SS, in all six areas explored were added to the conceptual framework drawn at the beginning of the study.

本研究旨在探討新竹地區（新竹縣、市）國民中學學校創新經營、組織公民行為與學校效能之關係。研究採調查研究法，共計抽樣25所學校，發出 650 份問卷，回收 560 份有效問卷，回收率為 86％。資料處理分別以描述性統計、t檢定、單因子變異數分析、積差相關、迴歸分析等統計方法進行統計分析。 本研究獲致下列之結論： 一、國中教師對整體學校創新經營現況知覺程度為中上，其中以「資訊科 技創新經營」感受最佳，「外部環境創新經營」則仍有待努力。 二、國中教師對整體組織公民行為之現況感受為中上程度，其中以「不爭 利營私」最受重視，「認同組織」則有待加強。 三、國民中學整體學校效能的現況尚稱良好，其中以「教師專業成長」最 受重視，「社區認同支持」則有加強的空間。 四、「學校歷史」是影響學校創新經營、組織公民行為與學校效能的重要 背景變項，創校10以內的學校表現較佳。 五、「性別」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，男性普遍高於女性。 六、「年資」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，新進5年以內的教師表現較佳。 七、「學歷」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，一般大學畢業的教師表現普遍較高。 八、「職務」是影響組織公民行為與學校效能的重要背景變項，兼任行政 教師普遍較高。 九、「年齡」是影響組織公民行為的重要背景變項，41歲以上的教師表現 普遍較佳。 十、國中學校創新經營的情況愈佳，教師組織公民行為的情形也愈佳。 十一、國中學校創新經營的情況愈高，則學校效能愈佳。 十二、國中教師組織公民行為愈高，則學校效能也愈佳。 十三、學校創新經營對學校效能具有預測力，而且以行政管理最具預測力 十四、組織公民行為對學校效能具有預測力，而且以認同組織最具預測力 十五、學校創新經營與組織公民行為對學校效能具有預測力，且以分層面 「行政管理創新經營」的預測力最佳。 依據研究之結論，研究者提出具體建議，以供學校及教育行政機關後續提昇學校效能之可行做法，以及未來相關研究之參考。 一、強化資訊網路系統、鼓勵知識分享，以提升學校效能。 二、營造和諧的校園氣氛，公開表揚教師的組織公民行為。 三、重視教師專業成長，確保學校效能的展現。 四、肯定女性教師，提供更多校務參與機會。 五、鼓勵教師參與行政工作，深度認識加強認同。 六、鼓勵勇於創新與改變，營造正向的創新校園。 七、加強教師組織公民行為，對學校的認同，以提昇學校效能。 八、加強與社區互動，爭取社區成員的認同支持。 / The purpose of this study is to explore the relationships between school innovative management and teacher’s organizational citizenship behavior and school effectiveness of junior high schools in Hsin Chu County and Hsin Chu City. Questionnaire survey method is adopted. The samples include 25 schools and 650 questionnaires were distributed. There were 560 valid questionnaires used finally in the statistic analysis and the usable rate is 86%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions are as follows: 1.The current states of school innovative management in junior high school are good. Comparing all dimensions, “information and technology ” is the best; “exterior relationship” is the worst. 2.The whole performance of teacher’s organizational citizenship behavior is good. Among the sectional scores, “the dimension of non-benefit-orientated” is the highest. 3.School effectiveness shows medium-high level, especially “the professional development of teachers.” 4.The “school history” is the most important environment factor to affect school innovative management and teacher’s organizational citizenship behavior. 5.The “gender” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 6.The “years of service in education” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 7.The “highest of educational diploma” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 8.The “position of teacher” is the most important background factor to affect teacher’s organizational citizenship behavior and school effectiveness. 9.The “age” is the most important background factor to affect teacher’s organizational citizenship behavior. 10. The better the school innovative management will be, the more the teacher’s organizational citizenship behavior will be. 11.The higher the level of school innovative management is, the higher level of school effectiveness will be. 12. The more the organizational citizenship behavior will be, the higher the school effectiveness will be. 13. The school innovative management can predict the school effectiveness, and “administration and management” is the primary predictable variable. 14. The teacher’s organizational citizenship behavior can predict the school effectiveness, and “the identifying oneself with the organization” is the primary predictable variable. 15. The school innovative management and the teachers’ organizational citizenship behavior can predict the school effectiveness, and “administration and management” is the primary predictable variable. Findings and conclusion in this research could be used as a reference for sahool,board of education and researchers to promote practice in operation and future research.

Magister Philosophiae - MPhil / The South African schools act, (number 5, 1996), asserts that all learners have a right to access both basic and quality education without discrimination of any sort. Since the implementation of the Millennium Development Goals there has been a drive by the Department of Education to ensure that all learners have access to basic education by 2015. However what remains a challenge after almost 20 years of democracy is the poor quality of education and this is clear from the results of international assessment studies. Results from studies like the Trends in International Mathematics and Science Study and Southern and East Africa Consortium for Monitoring Educational Quality, show that South African children perform well below international averages. In this study learner Mathematics achievement scores taken from the Trends in International Mathematics and Science Study 2011 cycle will serve as a proxy for educational quality. Using multilevel analysis the current study aims to use a 2-level Hierarchical Linear Model to firstly; determine the learner and family background factors associated with education quality. Secondly; factors at the school level will be identified and proven to be associated with education quality. Variables selected for the study was based on Creamer’s theory of school effectiveness which looked at school, classroom level inputs as well as learner background variables to explain student level achievement. The results show that at the learner’s level the most significant factors were the age of the leaner, in the sense that grade age appropriate learners obtained higher scores than overage learners. Learner’s perception of mathematics is extremely important and has a positive effect on mathematics performance. In the current study mathematics perception refers to learners valuing and liking mathematics as well learner confidence in learning mathematics. Learners who said they were bullied as school generally scored lower than learners who were not bullied. At the school level the most significant factors were teacher working conditions, teachers’ specialisation in mathematics, school socio-economic status, and general infrastructure. Interesting to note at the school level is when socioeconomic status was included in the model as a single variable the score difference between low socio-economic status and high socio-economic status schools was almost 46 points. However when the factors mentioned above were added to the model the difference in scores dropped by almost half.

The purpose of the study was to explore the experiences of the school community with regard to the outcomes of a school improvement program (SIP) on the effectiveness of Sidama Zone schools. It was primarily a qualitative study, which explored the experiences of the school community with regard to the outcomes of the SIP. Four schools were purposefully selected. The data were collected by means of interviews, focus-group discussions, observations and relevant documents, and analyzed focusing on thematic categories. The findings indicated that in schools where there existed a strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives were owned by all in the school and the performance of the schools was enhanced. On the other hand, the lack of collaboration in the school community negatively affected the performance of those schools. Besides, in all the schools the CPD was challenged by the resistance of the teachers, the lack of resources and poor implementation strategies. It also became apparent that the teachers' commitment to support each other and their students, to implement active learning methods and continuous assessment contributed to the effectiveness of the better-performing schools. Findings further revealed that to the contrary, these actions were loosely implemented in the poorly-performing schools. Though the peer learning approach was implemented, it became evident that there were mixed views regarding its benefits. The availability of the necessary facilities created an environment conducive to learning in schools one and three. Although there were attempts to implement extra-curricular activities for the social and emotional development of the students, its implementation was negatively affected by a lack of coordination and resources in the schools. In the poorly-performing schools, the school environment was found not to be conducive to teaching and learning. In the better-performing schools, the feedback from the school community was used as an input to make adjustments to the improvement process, and this created a feeling of ownership that led to the effectiveness of the schools. The outcomes of the study indicated that the promotion-rate of the students to the following grade was considered as a measure of the effectiveness of the schools. Conversely, the lack of proper participation of the school community in the school’s affairs, the lack of proper leadership support, the teachers’ resistance to participate in CPD, the non-existence of training opportunities and workshops for the teachers, and the shortage of resources were reported as challenges. From the findings it has been concluded that the SIP has contributed to school effectiveness in the schools that have properly managed the change process as opposed to those schools which remained poorly performing due to low level of SIP implementation. Finally, monitoring the SIP cycles, building trust between the principals and the teachers, creating a link between the schools and other institutions, introducing recognition mechanisms, and providing support to the poorly-performing schools were indicated as strategies to enhance the effectiveness of the school. / Educational Leadership and Management / D. Ed. (Education Management)

本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。 本研究獲致結論如下： 壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。 貳、整體正向領導與學校效能關係為正相關，具大效應量。 參、正向領導分層面與學校效能關係均為正相關，且為大效應量。 肆、建立正向關係與學校效能間相關程度最高。 伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。 一、研究地區：關聯程度北部大於中南部。 二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。 陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。 一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。 二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。 三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。 最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。 壹、積極實施校長正向領導以促進學校效能。 貳、從正向關係著手，有效實施正向領導。 參、以南部學校為重，加強推廣正向領導。 肆、從中等學校著手，積極推動正向領導。 伍、從初等學校著手，強調賦予正向意義。 陸、與男性教師相處可多運用正向溝通。 / The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows: 1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school. 2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large. 3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large. 4.The correlation between positive relationship and school effectiveness is strongest. 5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases. 6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be. Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches. 1.Implement principals’ positive leadership positively to promote school effectiveness. 2.To implement positive leadership effectively, one has to start with positive relationship. 3.Put schools of the south first and keep popularizing positive leadership. 4.Promote positive leadership positively starting with secondary education. 5.Emphasize the reinforcement of positive meaning starting with elementary education. 6.Get along with the male teachers can use positive communication more often.

Magister Educationis - MEd / A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development. / South Africa

本研究旨在瞭解臺北市公立國中校長正向領導、教師情緒勞務與學校效能的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師情緒勞務與學校效能的差異情形，最後探討國中校長正向領導、教師情緒勞務與學校效能之關係。 本研究採問卷調查法進行研究，以臺北市之公立國中正式教師為對象，共發出552份問卷，回收495份，有效問卷474份，回收有效率85.86％。調查所得資料以IBM SPSS Statistics 22.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸分析等統計方法進行分析。 本研究主要發現如下： 一、臺北市公立國中教師知覺校長正向領導為中高程度，以「善用正向溝通」之知覺程度最高，「賦予正向意義」之知覺程度最低。 二、臺北市公立國中教師知覺教師情緒勞務為中高程度，以「基本的情緒表達」之知覺程度最高，「情緒多樣性程度」之知覺程度最低。 三、臺北市公立國中教師知覺學校效能為中高程度，以「教師教學成效」之知覺程度最高，「學生學習表現」之知覺程度最低。 四、就臺北市公立國中教師知覺「校長正向領導」而言，「性別」、「年齡」、「現任職務」、「服務年資」、「校長性別」、「學校規模」與「學校歷史」皆為重要之影響因素，以男性、51歲以上、擔任主任或組長、服務年資21年以上、男性校長、學校規模24班以下與學校歷史31～50年之學校教師知覺程度較高。 五、就臺北市公立國中教師知覺「教師情緒勞務」而言，「學校規模」為重要之影響因素，以學校規模49班以上之學校教師知覺程度較高。 六、就臺北市公立國中教師知覺「學校效能」而言，「性別」、「現任職務」、「校長性別」與「學校歷史」皆為重要之影響因素，以男性、擔任主任或組長、男性校長與學校歷史50年以下之學校教師知覺程度較高。 七、校長正向領導、教師情緒勞務與學校效能呈現兩兩正相關情形。 八、校長正向領導、教師情緒勞務對學校效能具有預測作用，以校長正向領導之「賦予正向意義」構面的預測力最佳。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國中校長、教師及未來研究之參考。 / The study aims to tap into the current situation of Taipei municipal junior high schools in terms of three aspects – principal positive leadership, teacher emotional labor, and school effectiveness. It also compares and analyzes junior high school teachers’ perceptions of the three aspects considering the teachers’ different background characteristics. Most importantly, the study explores the relationships among those three aspects of the schools. In order to conduct the study, a statistical survey was carried out, with a total of 552 questionnaires distributed to Taipei municipal junior high school teachers. In the end, 495 questionnaires were returned, but only 474 were valid responses – a response rate of 85.86%. The acquired data were later processed through IBM SPSS Statistics 22.0, for performing descriptive statistics, an independent samples t-test, a one-way analysis of variance, and carrying out Pearson product-moment correlation coefficient and multiple regression analysis. The results are as follows: 1.The degree to which Taipei municipal junior high school teachers perceive principal positive leadership styles is middle-high; among the different aspects of principal positive leadership, “engaging in positive communication” is the most perceived one while the aspect of “reinforcing positive meanings” is the least perceived. 2.The degree to which Taipei municipal junior high school teachers perceive their emotional labor is middle-high; among the different aspects of teacher emotional labor, “basic emotional expression” is the most perceived one while the aspect of “the amount of variety of emotions” is the least perceived. 3.The degree to which Taipei municipal junior high school teachers perceive school effectiveness is middle-high; among the different aspects of school effectiveness, “teachers’ teaching effectiveness” is the most perceived one while the aspect of “students’ learning achievement” is the least perceived. 4.Taipei municipal junior high school teachers’ perceptions of principal positive leadership can vary greatly with the teachers’ gender, age, current positions, seniority in school, the principals’ gender, school size, and school history. 5.Taipei municipal junior high school teachers’ perceptions of their emotional labor can vary greatly with school size. 6.Taipei municipal junior high school teachers’ perceptions of school effectiveness can vary greatly with the teachers’ gender, current positions, the principals’ gender, and school history. 7.Principal positive leadership, teacher emotional labor, and school effectiveness correlate positively with each other. 8.Principal positive leadership and teacher emotional labor can be used to predict school effectiveness; the strategy of principal positive leadership – “reinforcing positive meanings” – is the best predictor. Based on the above results, the study wraps up with concrete suggestions for institutions of educational administration, principals and teachers of junior high schools, as well as future research.

摘 要 本研究旨在瞭解當前臺北市國民中學校長學習領導、教師專業發展及學校效能之現況；分析不同背景變項下，臺北市國民中學校長學習領導、教師專業發展及學校效能之差異與相關情形；探究臺北市國民中學校長學習領導、教師專業發展對於學校效能之預測情形。 本研究採用問卷調查法，並以臺北市公私立國民中學（含完全中學）之教師為研究對象，抽取46所學校，共計回收有效樣本為477份。問卷回收後分別以描述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、國民中學教師對於校長學習領導之現況具中高度知覺。 二、國民中學教師對於教師專業發展之現況具高度知覺。 三、國民中學教師對於學校效能之現況具中高度知覺。 四、不同性別、年齡、服務年資、最高學歷與學校規模的國中教師在知覺校長學習領導上有顯著差異。 五、不同年齡與服務年資的國中教師在知覺教師專業發展上有顯著差異。 六、不同性別、現任職務、學校規模與學校性質的國中教師在知覺學校效能上有顯著差異。 七、國中校長學習領導、教師專業發展及學校效能均呈現顯著正相關。 八、校長學習領導、教師專業發展對學校效能具有預測作用；其中以「關注學生學習」向度的預測力最佳。 根據以上結論，提出具體建議，作為教育行政機關、校長、國中教育人員與未來研究之參考。 關鍵字：校長學習領導、教師專業發展、學校效能 / Abstract This study aims to investigate the current circumstances of principals’ learning leadership of junior high schools in Taipei, teacher professional development, and school effectiveness. By analyzing several background variables, the study does research on the differences and relationship among principals’ learning leadership , teacher professional development, and school effectiveness. Besides, it intends to understand the influence of principals’ learning leadership and teacher professional development on the prediction about school effectiveness. The research adopts questionnaire survey. The subjects of the survey are teachers in 46 junior high schools in Taipei, and the study contains 477 effective samples. The data was analyzed through descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the junior high school teachers toward implementation of principals’ learning leadership is moderately high. 2. The perception of the junior high school teachers toward teacher professional development is high. 3. The perception of the junior high school teachers toward school effectiveness is moderately high. 4. There are significant differences in the perception of principals’ learning leadership in terms of different genders, ages, years of service, academic background ,and the scale of school. 5. There are significant differences in the perception of teacher professional development in terms of different ages, and years of service. 6. There are significant differences in the perception of school effectiveness in terms of different genders, duty, the scale of school, and public/private schools. 7. There is a significant positive correlation among the principals’ learning leadership, teacher professional development, and school effectiveness. 8. The junior high school principals’ learning leadership and teacher professional development have positive direct effect on school effectiveness, and “paying attention to students’ learning” manifests the best prediction. According to the research findings, a few specific suggestions are proposed for the reference of education administrative units, principals, teachers of junior high schools, and research staff engaging in future research. Keywords: principals’ learning leadership, teacher s’ professional development,school effectiveness

This study compares an effective school and ineffective school, in terms of how internal leadership and management of each school contribute its effectiveness. As a result, the study explores why one of two schools located within the same socio-economic environment, funded uniformly and controlled by the government at same levels of commitments is effective, while the other seems ineffective. Therefore, this thesis raises questions to know how internal school stakeholders’ leadership and management practices contribute to school effectiveness in each of the schools. A comparison was undertaken by firstly exploring how school leadership and management practices of School Leadership and Management Teams (SLMT) and secondly, understanding how teachers’ classroom leadership and management contribute to school effectiveness respectively. Therefore, in an attempt to answer the main research question: How do leadership and management dynamics contribute to school effectiveness? Other identified sub-questions were raised. Furthermore, a review of relevant literature uncovered what makes good and quality school leadership, management and; classroom leadership and management in ensuring school effectiveness. Data was collected from identified key role players within the two sampled schools. They include a school principal, vice-principal, Head of Departments (HOD), a teacher and classroom student leader (class captain) each, making-up a total of ten participants in the study - (five participants from each school). The researcher utilised one-on-one semi-structured interview, observations and document analysis or review in order to obtain rich qualitative data. By adopting the a-priori approach of data analysis, codes were generated manually from the interviews, observations and documents analysis/reviewed and measured against identified school leadership and management and; classroom leadership and management sub-themes/criteria in the literature reviewed in this study. From the data obtained, analysed and discussed, it was found that School A was exceptional in terms of leadership and management practises compared to School B. Although School A and B showed similar, but negligible characteristics in school planning, organising, management of change and; coordination of school teaching and learning, School A’s strength in terms of management of the school, lies in its availability of school policy on teaching, decision-making, delegating, control, motivating, communicating, management of interpersonal relationships, school climate, culture, change, management of conflict and school school-community relationships. In addition, even though School A and B teacher exhibited similar elements like, teaching methods ability, planning of their teaching and they both lack written classroom policy in their classroom leadership and management practices, differences like classroom leadership, motivation, communication, classroom climate and control exhibited by School A teacher during teaching and learning makes him far better, in comparison to School B teacher. Conclusively, the exceptional leadership and management practices by the School Leadership and Management (SLMT) of School A and its teacher in comparison to School B brought about multiplicity of other findings in this study. In the overall, it is believed that the interrelatedness of the exceptional leadership and management behaviour and practices of school A SLMT and teacher, is a consequence of the culture of the school, which has been built and maintained over the years and thus, influenced its climate in contributing to school effectiveness. / Thesis (PhD)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-10T11:17:15Z No. of bitstreams: 1 luisantoniofajardopontes.pdf: 1987237 bytes, checksum: a9022a27e3eff6caa86aab0734002199 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Renata, favor corrigir: o caso do Índice de Desenvolvimento da Educação Básica, o Ideb, para: IDEB on 2015-12-10T14:07:41Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-10T14:13:15Z No. of bitstreams: 1 luisantoniofajardopontes.pdf: 1987237 bytes, checksum: a9022a27e3eff6caa86aab0734002199 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-10T14:13:58Z (GMT) No. of bitstreams: 1 luisantoniofajardopontes.pdf: 1987237 bytes, checksum: a9022a27e3eff6caa86aab0734002199 (MD5) / Made available in DSpace on 2015-12-10T14:13:58Z (GMT). No. of bitstreams: 1 luisantoniofajardopontes.pdf: 1987237 bytes, checksum: a9022a27e3eff6caa86aab0734002199 (MD5) Previous issue date: 2015-05-15 / O presente estudo tem por objetivo analisar alguns mecanismos específicos de aferição da qualidade educacional que usualmente vêm sendo propostos por diversos sistemas educacionais no Brasil e, mais particularmente, nas escolas públicas de Minas Gerais, bem como propor alternativas de seu aperfeiçoamento. Neste sentido, discorre-se primeiramente sobre a questão da eficácia escolar e também sobre a maneira como este tópico vem ganhando uma importância cada vez maior na agenda das reformas educacionais tanto fora quanto dentro do Brasil. A seguir, apresenta-se o caso do Índice Brasileiro de Desenvolvimento da Educação Básica, o Ideb, discorrendo-se sobre a sua metodologia de elaboração e também sobre sua interpretação. Posteriormente, apresentam-se conclusões, específicas para as escolas públicas de Minas Gerais, acerca dos efeitos indesejáveis sobre as metas do Ideb causados, em parte, por uma certa instabilidade dos resultados educacionais, que fazem com que, a cada edição dessa avaliação transversal, ocorram desvios ou flutuações dos resultados em relação a uma tendência de crescimento prevista por um modelo longitudinal hierárquico. Utilizando-se então procedimentos associados a esta mesma metodologia, é proposto um modelo inédito de determinação das metas do Ideb, por meio de uma correção periódica que se faz sobre elas, com base nos resultados atualizados das avaliações, parte delas relacionadas, no caso deste exemplo de Minas Gerais, aos resultados anuais dos testes do Sistema Mineiro de Avaliação da Educação Básica, o SIMAVE, na 8ª série ou 9º ano do Ensino Fundamental. E, finalmente, estudam-se também casos específicos de melhoria significativa da qualidade das decisões sobre o desempenho educacional dos estabelecimentos assim avaliados, com base neste novo modelo. / This study aims to analyze some specific mechanisms of educational quality measurement which have been proposed by several education systems in Brazil and more specifically in Minas Gerais State public schools, as well as propose some alternatives for their improvement. In this sense, some questions about school effectiveness are proposed, along with some considerations about the way how this topic has acquired an increasing relevance in educational reform agendas both inside and outside Brazil. The specific case of the Brazilian Index of Basic Education Development – originally the Índice Brasileiro de Desenvolvimento da Educação Básica, or Ideb – is also presented, together with some considerations about its development methodology and interpretation. Later some specific conclusions about the Ideb and Minas Gerais State public schools are also discussed, related to the undesirable effect that has been detected on their respective Ideb targets, partly caused by a certain instability of educational results, by which it is possible to detect and gauge some deviations or fluctuations of the results in relation to a growth trend model at each year of the historical evaluation series, according to a longitudinal hierarchical model. The latter methodology is also employed in order to propose a new model of Ideb target setting, which is accomplished by their respective periodic correction based on updated results obtained by the same schools in other state standardized tests, such as the case, in Minas Gerais, of those related to the Sistema Mineiro de Avaliação da Educação Básica – or Minas Gerais Basic Education Evaluation Sistem, the SIMAVE –, for the 9th year or 8th grade of Fundamental Level. Finally, the text presents and discusses some specific cases of occurrence of a significant quality improvement related to decisions that can be made about the educational performance of the same educational institutions evaluated according to this model.