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This research investigated the correlation between the principal's leadership style and the school organisational climate. The literature study established the importance of leadership in the context of an open and positive school organisational climate. In this regard, it was found that a supportive principal leadership style is positively related to an open and positive school climate, where educators are engaged and enjoy high collegiality and intimate relationships. The school organisational climate as variously defined, relates to educator perceptions of principals or school management behaviour and refers to how educators experience, especially the management aspects that influence the climate in the school. Thus, organisational climate is related to the quality of experiences an educator has in the school, which is expressed in how he or she experiences the school life. The Organizational Climate Descriptive Questionnaire for Elementary Schools, consisting of six organisational climate descriptive dimensions was used for data collection. The dimensions describe the behavioural aspects of principal leadership namely, supportive, directive and restrictive and educators' behavioural aspects namely, collegial, intimate and disengaged. The behavioural interactions of principals and educators provided the basis for the analysis of the correlation between the principal's leadership style and the school organisational climate. It was established that there was a correlation between principals' leadership styles and school organisational climates. It was found that the organisational climates of the surveyed schools are characterised by principal leadership behaviour that is high on directive behaviour, slightly below average on supportive and restrictive. Educator behaviour was found to be slightly below average on collegial behaviours. Educator behaviour scored below average on intimate behaviour and scored slightly above average on disengaged behaviour. Principal openness behaviour was found to be below average while educator openness behaviour was found to be average which translate to school organisational climates that are relatively closed, which actually indicates a relationship between principal leadership style and school organisational climate. This research therefore draws a conclusion that there indeed is a correlation between school principals' leadership styles and school organisational climates. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

This study focuses on change in schools and the role played by principals as agents of change. An extensive literature study was done to determine the role of the principal. The principal cannot function without educators, parents and learners. Management tasks are some duties delegated to staff in order to develop them. The cornerstone of education change is the transformation of the curriculum, which determines the type of education South Africa needs for her people. The task of management is to provide an environment that is conducive for learning and teaching at schools. A well-functioning school is judged by performance. Classroom management is a shared responsibility between all educator and the principal. Policy provides guidelines and allows the executor to make decisions within a certain framework. Change in the context of education means that principals are exposed to new controls and regulations, growth-increasing competition, technological developments and changes in the work force. Characteristics of change can be that the principals lead, rather than instruct. The decision-making hierarchy becomes flatter and the roles played in schools become more flexible. The principals need skills in order to implement change. Principals hold the crucial position in schools. They act as a buffer, balancing the competing needs and contributions of educators with those of other stakeholders outside of the school. Change is a process, not an event. The major feature of change is to impart an increased authority to principals and gear them to democratize schools through renewal plans and collegial relationships. Principals should themselves change in order to make sense change and there rol within change. / This study focuses on change in schools and the role played by principals as agents of change. An extensive literature study was done to determine the role of the principal. The principal cannot function without educators, parents and learners. Management tasks are some duties delegated to staff in order to develop them. The cornerstone of education change is the transformation of the curriculum, which determines the type of education South Africa needs for her people. The task of management is to provide an environment that is conducive for learning and teaching at schools. A well-functioning school is judged by performance. Classroom management is a shared responsibility between all educators and the principal. Policy provides guidelines and allows the executor to make decisions within a certain framework. Change in the context of education means that principals are exposed to new controls and regulations, growth-increasing competition, technological developments and changes in the work force. Characteristics of change can be that the principals lead, rather than instruct. The decision-making hierarchy becomes flatter and the roles played in schools become more flexible. The principals need skills in order to implement change. Principals hold the crucial position in schools. They act as a buffer, balancing the competing needs and contributions of educators with those of other stakeholders outside of the school. Change is a process, not an event. The major feature of change is to impart an increased authority to principals and gear them to democratize schools through renewal plans and collegial relationships. Principals should themselves change in order to make sense change and there role within change. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2008.

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Using a case-study methodology, this thesis enquires into the development of value-added from policy to classroom practice in a comprehensive school in the North of England. The study is unique in that it examines the work of teachers in relation to policy with a special focus on the extent to which value-added measures can be used to inform an understanding of what is going on at classroom level. It not only links quantitative and qualitative research paradigms, but does so at a level that has received relatively little attention and at a dramatic juncture in the history of teachers' professional lives. A literature survey shows that although originally conceived as a research tool, value-added was subsequently 'adopted' by secondary schools principally in response to government-imposed 'league tables'. A national value-added scheme has yet to be developed but, in a shift of policy, the government now promotes the use of value-added measures in the new Threshold Assessments of teachers. Value-added data for core subjects for seven years have been analysed at class level. Pupils in 'top' sets on average obtain positive residuals whilst in 'bottom' sets they are mostly negative. It is shown that this is partly a statistical artefact and therefore not a true reflection of teacher effectiveness. However, when teachers are interviewed they frequently reveal positive attitudes towards upper sets and the opposite with the lower ones. When value-added scores are considered alongside teacher interview data there are cases where residuals might be indicative of teacher performance but there are no universal patterns. Although there are some indications that pedagogical practice and teachers' backgrounds are linked with the performance of classes, it is concluded that the use of value-added data in the Threshold Assessment of teachers is flawed. Suggestions are made for further research including the use of value-added measures at classroom level.

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This dissertation analyzes court cases involving tort claims filed against Mississippi public schools and their employees under the Mississippi Tort Claims Act. The question addressed was: How have the Mississippi courts interpreted the Mississippi Tort Claims Act in litigation against Mississippi school districts and their employees? The intent of this dissertation is to add to the understanding of the legal concept of sovereign immunity as it has been applied to public schools and their employees. This study's focus centers on litigation in the state of Mississippi involving school districts. Chapter 2 provides a historical summary of sovereign immunity (also known as governmental immunity) in the United States and the state of Mississippi up to the enactment of the Mississippi Tort Claims Act as well as an overview of general legal concepts involved in tort claims. Chapter 3 explains the research design and methodology used. This dissertation relied on legal principles of research and document analysis used in the legal profession. Chapter 4 consists of a thorough analysis of published case law brought before the Mississippi courts pertaining to the Mississippi Tort Claims Act and public school systems and their employees. Finally, chapter 5 describes the key findings of the analysis of case law involving Mississippi school districts and their employees under the Mississippi Tort Claims Act.

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No description available.

The study sets out to examine the underlying principles of and requirements for a structure for staff development in primary education within education authorities. The concept of staff development is introduced in Chapter One, followed in Chapter Two by a review of previous research published in the main during the last twenty-five years. Chapter Three proposes a process model of staff development. Within this is a description of one education authority's use of school self-evaluation materials written specifically to assist schools determine their own priorities for staff development. Alternative models of staff development are examined followed by an examination of the proposition against paradoxes derived from an analysis of needs of the individual, schools, education authorities and the political constraints operating within Scotland in the late 1980s. Chapter Four reviews historically the growth of a staff development structure within this authority based on such a model and describes the structure in action, the impact of the growth of the structure, and key factors in its development. Chapter Five is a short-term evaluation of the use of the school self-evaluation materials by schools in two pilot studies and issues are identified which should influence the operation of the proposition within authorities. In Chapter Six the structure is examined critically through the eyes of a parent, head teacher, teachers' union secretary and Minister of State for Scotland. Chapter Seven thereafter examines in detail six issues which are seen to be fundamental if developments are to progress into the 90s. The concluding chapter firstly examines the strengths, weaknesses and possible reasons for the structure to crumble. Thereafter, conclusions are reached which refer to: the characteristics of a necessary structure; the need for authorities to accept some diminution of power; partial autonomy of schools; the requirements for, purpose and benefits of school self-review; the need to involve the parent body and children; the development of critical communities and a new professionalism.