The purpose of this qualitative study was to identify how the select factors of school leadership, school culture and teachers’ perceptions influence parental engagement in two Title I Urban Middle Schools. This study investigated the strategies and programs that have an impact on parental engagement to determine how these can be used to improve parental engagement in Title I Urban Middle Schools. In order to accomplish the goal of this qualitative study, two Urban Title I Middle Schools from a large school district in the Southeastern United States were selected. This research design provided the opportunity to address the research problem of the factors that influence parental engagement in two Title I Middle Schools. The researcher collected and examined relevant data from teachers’ surveys, parents’ surveys, interviews with two middle school principals, a focus group discussion with parents, an analysis of documents, and interviews with parent liaisons at each middle school. The researcher ensured the reliability and validity of the study by utilizing the triangulation method. Reliability and validity are important to any research and are often times considered as the “rigor” that is necessary for all kinds of research (Merriam, 1995). This triangulation method included open-ended interviews, surveys, a focus group discussion, and document analysis that were instrumental in determining and understanding the experiences, perceptions, and beliefs of those participants involved in the study. The study provided rich and valuable data that were used to address the research problem of the factors that influence parental engagement in Title I Middle Schools. The findings of the study provided an understanding of the factors that affect the level of parental engagement in Title I Middle Schools and also offered insights into understanding how these factors create challenges to parents in becoming more involved. The findings concluded that the leadership style of the principal, teachers’ perceptions of parental engagement, and school culture do have a substantial influence on parental engagement. The researcher also offers recommendations for state policies, school districts, and local school administrators on how they can create and implement programs to enrich their parental engagement activities.

Magister Educationis - MEd / Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard. / South Africa

In science, technology, engineering, and mathematics (STEM) education, producing high level talent and increasing equity of access and engagement are prominent but sometimes conflicting policy directives. Yet, retention and persistence are important outcomes both for the production of elite talent and for promoting equity within STEM fields. This dissertation investigates the effects of policy on student persistence in Finland, Sweden and the United States. Drawing on interviews with upper-secondary school students and teachers (Finland: 26 students, 8 teachers; Sweden: 29 students and 10 teachers; United States: 19 students, 2 mentors) and surveys (Finland: 255 students, Sweden: 130 students, United States: 288 students), this study investigates the effects that different structures (including contrasting policies of stratification and differentiation, specialist magnet schools and enrichment programmes) have on students’ intentions to persist in STEM fields. This study supports the theory that educational policies mediate student persistence both through structural possibility, and through the development of students’ identities and non-cognitive skills. Here, non-cognitive skills (such as self-efficacy and self-concept) are considered part of an ‘adaptive habitus’ and a latent variable comprised of domain-specific non-cognitive skills is used in models of student persistence. The models illustrate the do- main specific interactions of educational structures, student background, adaptive habitus and student persistence. Analysis of the interviews further explores these relationships, suggesting the importance of programmes that include exposure to challenging real-world STEM learning and interaction with STEM professionals, and that such features are effective in part because they foster an adaptive habitus towards STEM fields. The policy implications for both efficiency and equity are considered. A framework of Mechanism, Transparency and Permeability is introduced for analysing the effects of policies on efficiency and equity. Drawing on the interviews, this framework is used to give a comparative characterisation of the educational systems Finland, Sweden and the United States. Permeability is highlighted as particularly important for retention and persistence, and a key consideration for educational policies that seek to produce elite talent, and promote equity in STEM fields.

This study forms part of three broader projects1 where school-based vegetable gardens have been implemented in nine primary schools in resourced-constrained communities in the Nelson Mandela Metropole, South Africa. The purpose of the current study was to explore teacher perceptions of the role of school principals in the success and sustainability of these school-based vegetable gardens. For the purpose of my research, I followed a qualitative methodological approach, and relied on interpretivism as epistemological paradigm. I utilised a multiple case study research design, applying Participatory Reflection and Action (PRA) principles. I purposefully selected 36 teachers from the nine schools involved in the broader project to participate in this study. For data generation and documentation, I relied on a PRA-based workshop, semi-structured individual interviews, observation, field notes, a research journal and audio-visual techniques. I completed inductive thematic analysis. Three main themes and related sub-themes emerged. The first theme highlights the value that teacher participants attach to school principals being informed and involved in vegetable gardens, by sharing the dream and being passionate, being informed of the garden team’s needs and challenges, and being actively involved. The second theme emphasises the importance of a principal providing support by motivating and encouraging teachers and learners to be involved, providing resources and fundraising opportunities, and networking with stakeholders. Finally, the last theme entails factors that may have a negative impact on the success of school-based vegetable gardens in terms of limited interest and involvement by the principal, and not recognising the value of the teachers or the school garden. The findings of the current study indicate that the majority of the teacher participants acknowledged the positive roles that their principals fulfilled, which they then linked to the success and sustainability of their school-based vegetable gardens. Teacher participants indicated that effective leadership can be demonstrated when school principals lead by example, provide the necessary resources, are well informed and knowledgeable about school gardens, and show support to those involved. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

No description available.

This is an explanatory research investigation on the role of principals as instructional leaders which has been highlighted over the past two to three decades. The emergence of this concept in the leadership field and the rigorous research attention that it has received is a result of mounting pressure faced by principals as a result of the year-on-year poor performance of learners in the matriculation examinations. Parents, politicians and other organs of civil society expect principals to be accountable for what happens in the classroom (teaching and learning), including the performance of learners. The poor performance of learners in the matriculation examinations is the central focus of this study, growing out of the discussions and arguments which have dominated the media, social and political groupings, government, as well as the business sector. All these groupings and institutions are perturbed about the decline of learner performance in the matriculation examinations and seek possible solutions to this problem. I was therefore intrigued by the above concerns, which motivated me to engage in this study. This study set out to investigate the variables related to instructional leadership and the contribution of these variables to learner performance. The study was guided by the following research question: What are the variables related to instructional leadership practices of secondary school principals and what is their effect on the pass rate in the matriculation examinations? In order to respond to the above question, the following subsidiary questions were examined: a. How can instructional leadership possibly contribute to the improvement of learner performance? b. How do heads of department (HODs) and deputy principals perceive the role of their principals regarding instructional leadership? c. How are principals prepared with regard to their role as instructional leaders? This study followed an explanatory, mixed method research approach, utilising two sets of questionnaires (one for principals and another for HODs and deputy principals), semi-structured interviews, and focus group interviews. Seventy eight principals completed questionnaires regarding the performance of their learners. One hundred and thirty-seven deputy principals and HODs completed questionnaires regarding their principals‟ roles in instructional leadership and contribution to learner performance. The interviewing process took place in two stages / phases. During the first phase, a group of sixty principals was exposed to the four variables which underpin this study, namely: a. The principals’ role in promoting frequent and appropriate school-wide teacher development activities; b. Defining and communicating shared vision and goals; c. Monitoring and providing feedback on the teaching and learning process; and d. Managing the curriculum and instruction. In fifteen groups of four, the respondents brainstormed the strength of each variable and prioritised or arranged them in order of their importance and contribution to learner achievement. The outcome of this first phase of the interview process and the findings from the analysis of the questionnaires informed the formulation of questions for the face-to-face interviews with five principals who were randomly selected from the seventy eight principals who participated in the completion of the questionnaires for the quantitative part of this study. The key insights and contributions drawn from this study make it unique in the sense that it: <ul><li> has an impact on the preparation of principals for their role as instructional leaders; </li><li> informs the support that principals need with regard to their practice as instructional leaders; </li><li> assists principals to identify appropriate variables to help align their own visions for their schools with the national, provincial and regional visions for the improvement of learner achievement; </li><li> adds value to the existing body of knowledge on instructional leadership and the central role that it plays in improving the achievement levels of learners in the National Senior Certificate; and </li><li> clarifies the fact that "leadership" is not a semantic substitute for "management and administration", but rather an independent construct which is capable of interacting with the latter in the practice of education. </li></ul> / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

No description available.

The purpose of this study is to explore school principals’ perceptions of the possible effects and benefits of formal university-based education management development programmes (EMDPs) on their practical work in schools. It also aims to inquire into the kinds of challenges that principals in South Africa, specifically in the province of KwaZulu-Natal (KZN), are faced with in the post-apartheid era and their perceptions of the extent to which these EMDPs meet or fail to meet their needs and those of their schools. In this study I move from the basic premise that professional development is critical for all principals and that given the new conditions that exist in SA post-1994, more than ever, the ideal situation would be for all principals to be trained so as to enable them to deal effectively with the changed and constantly changing conditions that prevail in schools. The study is guided by the following general research question: What are the perceptions of school principals of the benefits of formal EMDPs on their practices in school? The following related questions are also addressed, namely i) What are the links between formal EMDPs and the needs of school principals? ii) What kinds of challenges do principals in KZN face in the post-apartheid era and what are their perceptions of the extent to which EMDPs have met or failed to meet their needs and those of their schools? Working in an interpretivist research paradigm within a qualitative research design, the inquiry used document analysis, content analysis of research literature and semi-structured interview methods. Data were analysed using a grounded theory approach in an effort to make sense of the meanings that the participants, mainly the school principals, in this study give to their experiences of EMDPs. One of the main findings of this study is that some principals demonstrated the ability to reflect on their professional development programmes and to make connections between theory and research and some of the challenges that they encounter. The other main insights of the study include the following: a) Regarding their content and context, and according to the participants, EMDPs in KwaZulu-Natal (KZN) have major shortcomings in relation to needs assessment and analysis, programmatic aims and objectives, recruitment and selection of candidates, and field-based learning experiences. However, EMDPs are perceived to have been successful in areas such as understanding the environments for which principals need to be developed, the application of leadership and management development content to organisational settings, and in their modes of delivery. b) Although a majority of principals recognised the need to change and work within the new democratic environment ushered in by the new socio-political dispensation in SA, a few principals expressed their challenges with engaging in shared leadership and shared decision making in schools. c) Pertaining to the perceptions of school principals regarding the value of EMDPs in KZN, the majority of principals felt that although they were still struggling with a number of post-1994 challenges, EMDPs had equipped them, for the most part — albeit inadequately — to deal with the challenges that they face in schools. d) School principals highlighted what they saw as two significant aspects (emerging themes) in the professional development of principals: i. Though very critical of training workshops in their current form, school principals in this study saw training workshops as important vehicles for assisting principals to keep abreast of the developments in the leadership and management of their school, as a means for providing opportunities to share and learn from the experiences of others, and as an avenue for collaborative problem solving; ii. A majority of school principals emphasised what they regarded as the important role played by experiences beyond the formal education management development programmes, in the effective running of schools. Apart from presenting “thick descriptions” of the voices of school principals regarding the effects of the post-1994 changes on their practices and the extent to which EMDPs are perceived to have met principals and school needs, the significance of this study lies in plugging the gap of previous impact analysis studies by, amongst other things, not only focusing on the perceptions of the recipients of the EMDPs, but also focusing on the views of the EMDP providers and the policy makers. This study therefore presents critical insights which may be invaluable in the future development of EMDPs and in the improvement or modification of existing ones. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

The Influence of School Leadership Practices on Classroom Management, School Environment, and Academic Underperformance by Lorna Novlette Wilson Morgan MSc, Florida International University, 2006 BSc, University of Technology, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University April 2015 School leadership requires the collaborative efforts of principals, teachers, parents, students, and other community members to achieve academic success. The purpose of this correlational study was to examine the influence of school leadership practices on classroom management, school environment, and academic underperformance in Jamaica. The research was based upon distributive leadership theory. The School Leadership, Environment, Classroom Management Assessment Questionnaire (SLECMAQ) was developed for this study and was used to collect the data. Prior to data collection, a pilot study was conducted with 12 experts to evaluate the reliability and validity of the SLECMAQ. A total of 148 complete responses were collected from principals, vice principals, grade coordinators, classroom teachers, special education teachers, and others. Pearson's correlation coefficient and linear regressions were used to determine possible correlations between the influence of school leadership practices on classroom management, school environment, and academic underperformance. The results indicated significant, positive relationships between the independent variable perceived school leadership practices of principals and teachers and the dependent variables perceived classroom management and perceived academic performance. A significant, positive relationship was also found between perceived school leadership practices and perceived school environment. The findings will contribute to a positive social change by supporting policies to implement leadership frameworks at underperforming primary schools and thus improving the quality of education in Jamaica

This study examines the relationship between principal leadership practices and teacher morale. A sample of ten public secondary schools, with a total of 664 teachers and ten principals, participated in this study. The Leadership Practices Inventory (LPI)(Kouzes and Posner, 2002) was used to gather information regarding the principals' leadership behaviors. Teacher morale was measured by using the Purdue Teacher Opinionaire (PTO)(Bentley & Rempel, 1968). The PTO provides a total score as a single measure of the general level of teacher morale while also providing ten subscale scores on different dimensions of teacher morale. Demographic data was gathered through the Tennessee State Department of Education website and through personal interviews with school officials. Research questions explored teachers' overall level of morale, self-perceived and observer-perceived leadership practices of the principal, differences in teacher morale between less experienced and more experienced teachers, the specific leadership behaviors affecting teacher morale, and organizational and structural dimensions of each school that may impact teacher morale. Results showed that teachers who participated in this study exhibited a moderately high degree of teacher morale. The principals who took part in this study exhibited a higher rating in self-perceived leadership practices than the level found in existing research. Principals in this study also indicated that they engaged in the identified leadership practices more frequently than their teachers' perceptions of their behavior. There were significant differences between teachers with five or fewer years of teaching experience and those with more than five years experience. In measuring the relationship between leadership practices and teacher morale, a positive correlation was revealed pertaining to each of the five factors. In the analysis of school demographic characteristics and teacher morale, it was revealed that there was a relatively strong, positive relationship between teacher morale and Act scores as well as student matriculation to college. Recommendations for future research are presented.