This thesis explores the impact of a school improvement model based on a university- school partnership in a Hong Kong primary school by studying the reactions of the professional staff to the reform initiative and the conditions for its success. Data were collected from multiple sources, including questionnaires, interviews and documents, but the descriptive interview remained the major source of data in the analysis of the results. Results indicated that: (a) the quantitative analysis showed a modest but consistent improvement in professional development in the teachers; (b) all the change agents contributed to school improvement; each agent was part of a complex dynamic, interwoven with the others, under the constraints of the school culture; (c) teachers’ capacity in designing and implementing teaching and learning activities was enhanced; (d) good teaching and learning programmes with appropriate implementation strategies had the greatest impact in changing the previous teaching paradigms and techniques; (e) partnership projects should be built on mutual trust and confidence, with a good mix of academic advice and practitioners' experience. The implications of the findings for improving primary schools and educational policy in Hong Kong are discussed. Directions for further research are also discussed. It is concluded that school improvement projects should pay more attention to the underlying principles of professional development, since those are crucial to their impact in schools.

The purpose of this qualitative study was to examine the principal's leadership behaviours of private secondary schools in Hong Kong with respect to the effect of a principal's leadership behaviours on students' enrollment as perceived by teachers and senior teachers. The private secondary schools principals, more than anyone else, have the capacity to create conditions for the teachers, students and parents that influence student enrollment. The literature review has shown evidence on the importance of leadership behaviours of principals in general but there is limited evidence on how teachers perceive the effects of leadership. Therefore, a study on teachers' perceptions of the impact of leadership behaviours on student enrollment was carried out as opposed to a study of the direct impact of leadership on enrollment. The effective leadership behaviours of private secondary school principals were studied from different perspectives of teaching staffs such as (a) principals; (b) senior teachers; and (c) teachers in Hong Kong. Three research questions were answered with data collected using a survey instrument, Leadership Practices Inventory (LPI) (Kouzes & Posner, 2003), and interview instrument, Leader Effectiveness Index (LEI) (Moss et al., 1994). The leadership practices or behaviours rated or ranked high from both the frequency count (Gall et al., 1996) derived from the interview transcript using the Leader Effectiveness Index (Moss et al., 1994) and the questionnaire, Leadership Practices Inventory (Kouzes and Posner, 2003). This study was a crosscase analysis (Creswell, 1998) in a multiple-case study (Yin, 1993), the results were summed up from the number of frequency-count recording. The different leadership ii behaviours of the principals are perceived by the teachers and senior teachers to affect the students' enrollment. Researcher bias is clarified by providing the Researcher's Background (Creswell, 1988; Stake, 1995). Three Leadership practices: (a) Modelling the Way, (b) Encouraging the Heart, and (c) Inspiring the Shared Vision (Kouzes & Posner, 2003) were found to be the principal's leadership behaviours to affect the students' enrollment as perceived by the senior teachers and teachers. Results indicated Modelling the Way may be a key factor or practice to influence the students' enrollment. After analyzing the data, it is shown that the teachers and senior teachers perceived that the key practices of Encouraging the Heart and Inspiring a Shared Vision may also influence the students' enrollment. These findings are also supported by Peyer's (1995) and Marley's (2003) studies conducted on high school students entering the college or university, where modelling the way, encouraging the heart and inspiring the shared vision (with the exception of the leadership practice of "enabling others to act") were found to be explicit behaviours practised by principals. This study has implications for the preparation and in-service training of the principals or administrators who consider the effect of principal's leadership behaviours on students' enrollment. iii

Purpose/context: This research compares the accounts of two experienced urban primary heads based in Kinshasa (Democratic Republic of the Congo-DRC) with two others based in Sheffield/Doncaster (England), in order to make sense of their leadership pathways, challenges and actions. Despite the differences in educational reforms, research, investment, and staff competencies etc., the two settings are diverse, have ‘similar’ stages of development of formal education and relative pupil outcome challenges. Literature/Methodology: Following a critique of relevant literature, ‘comparative knowledge domain’ is proposed as a theoretical basis for researching practice in the above (similar) contexts. The study also utilises a consistent multi-perspective ‘comparative research methodology’ that, in this case, uses ‘leadership conversations’ within narrative research traditions to extract data that is analysed thematically and using Interpretive Phenomenological Analysis (IPA). Findings: In DRC, headship is experienced as an innate vocation; challenges include corruption, poor working conditions and poorly trained workforce operating in a centralised system. Whereas in England, headship is experienced as an exploratory journey; challenges are systemic: people versus policy-centred styles and fractured social and institutional entities. Heads here operate within a decentralised system. However, all four heads enact not only the literal and organisational but also the comparative meaning of the ‘gospel according to the head’ metaphor, which is driven by core values of risk-taking, inclusivity, integrity and success-mindedness. Originality/contribution: The study makes a rich contribution to school leadership in the DRC and adds to the limited body of research in educational leadership comparing the DRC (Africa) with England (West). As well as arguing for ‘comparative knowledge’, as a unique domain in educational leadership, and proposing ‘comparative research’, as a methodological research concept, the findings offer an overall empirically-based comparative leadership framework that is recommended to further develop theory, practice, policy and research.

The use of school inspections by educational authorities in the Arabian Gulf countries is rapidly becoming a chosen practice to ‘ensure’ good quality schooling in their private sector schools. Simultaneously, there is an emerging trend of linking inspection judgements with school fee increases. Advocates of this policy suggest that this form of ‘reward for good performance’ encourages poorer performing schools to improve, thus narrowing the gap in access to good quality schooling. In this context, where public schooling is exclusive to a minority of the population and the majority compulsorily choose from a spectrum of fee charging private schools offering different curricula, most parents are faced with the challenge of purchasing the best quality schooling for their children at prices they can afford. Additionally, policy makers are faced with the challenge of ensuring that market forces within the private sector do not widen access to good quality schooling. A premise of this model of market-provided schooling is that markets optimise the quality of schooling at a given price. This study focuses on the private schooling sector in Dubai as an example of a context in which school fee hikes are linked to school inspection outcomes. It examines the effects of different variables such as school fees and the curriculum offered on the quality of schooling provided. This study employed quantitative and qualitative techniques. Data on the quality of schooling, was obtained from inspection reports for the fifth year of inspections (2012/2013), in addition to data on fees charged which were obtained from official sources. The affordability of schools' fees was assumed to be an indicator of students’ socio-economic status. The findings of this study confirm the premise of the neo-liberal, market-provided approach to schooling. It suggests that students of a lower socio-economic status are more likely to receive an inferior quality of schooling than those of a higher socio-economic status when controlling for other factors. Thus, this study concludes by primarily suggesting that policy makers pursue alternative methods of both determining and rewarding good quality schooling.

The role and influence of the secretary of the governing body have been overlooked in contemporary research on UK higher education governance. Despite occasional investigations of the contribution of the secretary to governance structures, little is known about the working relationships of the secretary with other key players in higher education governance and the way in which they impact upon the effectiveness of the governing body. This study considered, through the lens of the secretary, but with contributions from chairs and heads of institutions, whether the part played by the governing body secretary in the ‘doing’ of governing had been underestimated, and how this role was undertaken. A multi-method research strategy was adopted, in which a conceptual understanding of the place of the secretary within the governance system and a micro-process analysis of the secretary’s role were developed, to inform the way in which quantitative (survey) and qualitative (interview) data could be gathered from across the UK higher education sector. The research identified evidence of a triadic network (Simmel, 1950; Krackhardt, 1999) in which distinctive areas of influence had been adopted by the three key players in the governance system. There were, however, differences in the perceptions of influence between the secretary and the head of institution in some areas of governance practice, highlighting tensions that could ultimately affect governance performance. The research also identified an apparent cluster grouping of the survey population that suggested that the use of conventional typologies (eg pre-or post-’92 universities) to describe an institution’s approach to governance needs to be reconsidered. Finally, a number of recommendations for governance practice, and areas for further research, emerged from the study, in support of the conclusion that there should be a greater recognition of this critical role in the effective governance of the UK higher education sector.

Throughout the United States school districts are increasingly entering collaborative arrangements with outside providers to assist in the provision of products and services to meet the needs of the system. This approach mirrors those underway in other local public and private sectors of society that are pursuing collaborative arrangements as a means to supplement their work and aid in meeting their organizational needs. However, these structural arrangements lead to an alteration of the traditional hierarchical model of organizational management which typifies the ‘template’ within which these organizations have been structured. The entry of a provider from outside of the school system (referred to as a non-system actor within the present study) necessitates that leaders of these organizations not only lead the agency, staff and programs that they are directly responsible for but also these wider collaborative arrangements and the actors therein. Reference within the public administration literature to the leadership found in these organizational arrangements is frequently referred to as collaborative or network leadership. This thesis develops a set of findings using qualitative data gathered through individual semi-structured interviews with school district leaders in two U.S. public school districts. The primary aim of this enquiry was to investigate the nature of appropriate leadership and management practices as conceptualized by school district leaders operating within collaborative arrangements that engage non-system actors in the work of the district. The findings are structured into three main themes. The first theme addresses the rationale behind why district leaders decided to pursue collaborative arrangements. The study found that school district leaders pursue arrangements with non-system actors based upon the perception that the organization often needs to compensate for limitations of funding, personnel and expertise. The second theme provides an understanding of how these organizational arrangements may impact the work of the district leader. The findings establish insight into the fact that these forms of collaborative arrangements hold the potential to adversely impact district activity and the role that the district leader plays including contending with issues of control and accountability as well as the integration of the non-system actor into the organization. The third theme addresses how district leaders conceptualize the necessary and appropriate leadership and management practices in overseeing collaborative arrangements that include non-system actors. There were three broader sub-themes identified. First, preparation for entering an arrangement with a non-system actor included the need to establish legitimacy with existing staff, a clear and coherent rationale for the collaborative arrangement itself as well as the need to thoughtfully broker relationships between system and non-system actors. Second, leaders identified the need to establish the context of the organization as part of the arrangement which included articulating organizational values, goals and expectations including the clarification of routines and practices. The third and final sub-theme that emerged centered around the oversight of non-system actor activity which included developing systems of accountability, assessing and reviewing the goals for the arrangement and planning for sustainability. A secondary aim of the study was to analyze how relevant leadership theories and/or models can inform an understanding of the practices of leading and managing within collaborative organizational arrangements situated within public education. The literature review briefly explored elements of leadership models or theories which included Inter-Agency Collaborations across Organizational Boundaries, Public Network Management theory and Collaborative Leadership. Based upon the data collected through these case studies, the conceptualization of leading and managing non-system actors at the school district level shares a strong alignment with the elements, themes and aspects associated with these relevant leadership theories advanced in the public administration literature. The findings herein suggest that there is a “through-line” within these practices that relates to the dominant needs of the organization centering around not so much the physical management of the arrangement but rather the leadership of the people including both system and non-system actors. Consequently, it was found that the application of these relevant theories can serve as viable frameworks in order to further analyze the activity associated with these forms of leadership. The thesis contributes to the field of leadership within public sector settings including public education. Educational researches interested in examining school and district leadership can use the results of this study, along with leadership models and frameworks found in the public administration field, to further explore leading and managing non-system actors engaged in formal collaborations within both the public sector but more particularly within school districts.

The aim of this enquiry was to ‘analyse the nature of the governance of international schools and the potential of accreditation for securing appropriate governance’. The research questions were: ‘What is the nature of the governance of international schools as experienced by heads of international schools?’ ‘What is the nature of the governance of international schools as experienced by representatives of organizations that accredit international schools, and the owners of international schools?’ and ‘What is the potential of accreditation for securing appropriate governance of international schools?’. The relevant literature was reviewed. Empirical data were collected by means of a questionnaire-based survey of heads, and interviews with: executives from accreditation organizations, representatives of owned schools and heads. A framework for the analysis of the data was developed, which employed two analytic distinctions: the ‘ownership’ of schools, and potential of a financial profit impetus. The main findings are as follows. The governance of international schools is not static, and successful governance is dependent upon the type of school and board structure. Boards tend not to receive proper and on-going training and many of the models of governance in use have inherent weaknesses, which require a more robust system of oversight. Governance structures and practice have not been able to keep pace with the increasing complexity of types of international schools. The organisations that accredit international schools, including their governance, have been unable to deal with the monitoring and enforcement standards of governance. Despite an inability of accreditation organisations to monitor and enforce standards of governance, they should take up this responsibility. To achieve this potential, a multi-faceted approach is necessary. Accreditation organizations need to gain further understandings of the governing of ‘owned schools’. Common guidelines and standards for governance will be required.

This study investigates accountability, a subset of New Public Management technique and its facilitation in efficient management of school fiscal resources in Tanzania. Key issues include factors contributing to the applicability of NPM in Tanzania, the applicability of NPM in education sector, the way accountability facilitates rational use of school funds and factors towards misuse in schools. The NPM model and some other strands in rational choice perspectives and the new institutional theories particularly the public choice theory, were used. The empirical study included interviews, focus group interviews and documentary reviews. It included 56 participants. It was found that the factors influencing applicability of NPM in the education sector in Tanzania include international policy transfer and policy changes within the education sector. The findings reveal that socioeconomic challenges led the government to formulate a series of education policy reforms in the 1990s. Several international aid agencies have also contributed to the application of NPM in the education sector. The findings also revealed several factors influencing rational use of school funds in Tanzania. These are the nature of accountability and the way the key players are guided by a number of legislative frameworks in order to implement procedures in the management of school financial resources. Other factors are financial procedures involved during the flow/allocation and during utilisation. More findings revealed that factors attributed to misuse in schools are generally related to personal gain, weaknesses in organisational structure and weak financial procedures. Overall, the study concludes that NPM reforms in Tanzania are relevant and have improved considerably the public sector in general and education sector in particular. However, it was also found that even though NPM is relevant in Tanzania, it has not been effectively implemented as compared to the five essential pillars commonly identified in the international literature. There is still a long way to go in terms of accountability. Accountability is affected by factors such as low levels of accounting standards and poor legislation which makes financial management systems in schools dysfunctional. As a result, fiscal resources are misused and children are denied their right to access quality education. Therefore, to improve this situation the study suggests a number of measures to remedy existing weaknesses, including public sector reforms, accountability and policy reforms in the education sector.

This is a study of the life and work history of nineteen serving women secondary head teachers based in one Local Authority, written by a colleague woman secondary head. The head teachers lead in a range of maintained schools including mixed and single sex comprehensive schools together with single sex selective schools. Some of the schools are in areas of extreme socio› economic disadvantage; others are in more affluent areas. Some are almost entirely mono-cultural; others are culturally diverse. The head teachers have between five and twenty years of headship experience almost exclusively within the same Local Authority. The study explores the lived experience of these women in order to answer a number of questions around gender and leadership. The key themes which are examined are: pathways to headship; catalysts and inhibitors to career progression; managing work and home and coping with school leadership in an era of increased politicisation of schools under the current government. The difficulty in recruiting school leaders has been highlighted by National College for School Leadership (2005), NAHT annual reports and Thomson (2009). The age profile of head teachers, together with the proportion of teachers leaving the profession within the first five years means that the talent pool from which to recruit is diminishing. The role of the head teacher has become more pressurised as schools are challenged to deliver year on year improvements. The removal of the Ofsted 1 ’satisfactory’ category with the ’requires improvement’ label, has left many heads facing the loss of autonomy as academy chains, initiated by the previous Labour government, have expanded to dominate the educational landscape feeding on the scraps left by those schools floundering under the new inspection regime. This has been a significant shift since 2008 when this study was undertaken and it would be interesting to go back to those head teachers still in post to examine their perceptions of the present system and ask them to consider whether they would want to embark on headship now. This will be revisited in the postscript.

This thesis discusses the outcomes of four years of research. The main purpose was to determine the influence of self-evaluation on school effectiveness and investigate any relevant issues. The qualitative research began with an extensive literature search to examine the body of knowledge which already existed and set the planned empirical work within the relevant theoretical context. This provided a stimulus for a set of research questions which helped express the intellectual puzzle. Data was gathered using a questionnaire which was completed by class teachers from the researcher's primary school and interviews which were administered initially to a group of primary head teachers from a small Scottish local authority. It became apparent that this sample was limiting so some Irish head teachers with an interest in self-evaluation and a group of educationalists from a variety of European countries were included. The results highlighted a number of links between self-evaluation and the features of effective schools and these have been fully explored in the dissertation. The findings indicated that there was a perception by many that self-evaluation does have a significant influence on school effectiveness and the extent of this depends on factors such as leadership which affects the level of morale, ownership and commitment to change. Good leadership can help develop a positive climate of trust and professional respect. Effective schools are happy communities characterised by high expectations of pupil achievement, ownership, reflection and a focus on the quality of learning and teaching. The research underlined the difficulties of measuring school effectiveness, the need for honesty and rigour when self-evaluating and the problems associated with insider research. Participants tended to link performance indicators with development planning and target setting and considered that such indicators contributed to the management of change by providing a standard set of criteria within a helpful framework to give teachers control and a degree of autonomy. Although accountability should not be the main purpose, self-evaluation was perceived to provide a means of contributing to school effectiveness by making policies and practices public. The thesis compares previous research with the views and experiences of practitioners and concludes with a series of recommendations arising from the study.