The purpose of this study was to explore the relationship between teachers&rsquo / sense of efficacy in student engagement, instructional strategies, and classroom management and perceived openness to change in schools as regards willingness of the teachers to embrace change and teachers&rsquo / perception related to principal&rsquo / s openness to change, and teachers&rsquo / willingness to respond to community pressure for change. The research was designed as a correlational study and participants of the study consisted of 552 teachers working at primary and secondary level public schools selected from the four school districts in Ankara. Cluster sampling approach was used in selecting the overall sample of the study. In order to measure teachers&rsquo / sense of efficacy and their perceived openness to change in schools, Turkish adaptation of Teachers&rsquo / Sense of Efficacy Scale (TSES) and newly adapted The Faculty Change Orientation Scale (FCOS) were utilized in the research as data gathering instruments, as well as the administration of a demographic survey. For the data analysis, both descriptive and inferential statistics techniques (Canonical Correlation Analysis) were used in the study. Exploratory Factor Analysis was also performed for Faculty Change Orientation Scale and Teachers&rsquo / Sense of Efficacy Scale to ensure construct validity of the instruments. The results of the analyses in the study indicated that there is a low relationship between teachers&rsquo / sense of efficacy in student engagement, instructional strategies, and classroom management and perceived openness to change in schools as regards teachers&rsquo / willingness for change, teachers&rsquo / perception about principal&rsquo / s openness to change and teachers&rsquo / willingness to respond community pressure for change.

The purpose of this study was to examine the manifestations of curriculum change on organizational culture of a primary school, with a specific focus on the culture of teachers. In this study, phenomenological design was used to investigate what meanings teachers attached to the changing nature and structure of their work, through the examination of the organizational culture of one primary school located in Ankara. Data were collected through face-to-face semi-structured teacher interviews aiming to find out the meaning of curriculum change and its manifestations on teacher culture for them. Findings revealed that although teachers perceived the change as a threat at the initiation process due to their experiencing lack of choice, they later expressed approval of the values and beliefs of the constructivist curriculum. However, when their meanings and perceptions regarding implementation are examined, it seems that the constraints regarding implementation are more decisive than these values and beliefs. Besides, it was found that teachers mostly defined factors outside them as constraints to their implementation of the curriculum, such as physical limitations or insufficient in-service training. Finally, findings showed that the working lives of teachers outside the classroom manifested change especially in aspects like lesson planning and preparation, and cooperation among teachers.

<p> Poor and inadequate customer service is prevalent in the public sector of emerging economies. Also, limited leadership roles are ascribed to frontline employees in the sector. Improving customer service and empowering frontline employees could increase organizational effectiveness. The goal of this qualitative phenomenological study was to explore the problem of inadequate customer-service delivery skills and limited leadership roles for court personnel in the Lagos State Judiciary, Nigeria. The research was guided by two research questions: In what ways could the servicing experience of customers by court personnel/leaders in the Lagos State Judiciary be improved upon? and What are the lived experiences of leaders and customers in the Lagos State Judiciary System? The study participants&rsquo; were 25 court users of the Lagos State Judiciary. The data were subjected to analysis using the 4 step modified Van Kamm method by Moustakas to identify themes through exhaustive data coding and data distillation The 14 interview questions resulted in the emergence of 34 primary themes. Five overall themes emerged from thematic clusters and they were capacity building, attitude of court officials, policy changes, interaction with stakeholders and leadership training. The findings showed strong similarities between the participants&rsquo; lived experiences and experiences presented in relevant literature. The implication was that the management (leaders) of the Judiciary might benefit from this study by adopting the Folami Model for Improving Customer Servicing in the Lagos State Judiciary (FMICS &ndash; LSJ) to achieve customer service improvements. Researchers may wish in the future to explore the twin concepts of customer service and leadership styles in other contexts further to add further insight to existing literature.</p>

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M.Ed. / The last decade constituted a period of great discovery and change for education all over the country. This called for policies for transformational leadership. Kouznes and Posner(1995:130) indicates that "high policy - that is, major change in a society's sense of direction - is first shaped in an anchoate consensus reached by the people at large." The policies for effecting change in schools are drawn but the problem is: are those policies communicated well to the schools community and stakeholders, are they well understood, are they implemented effectively for the benefit of all involved? It is time that all transformational policies drawn at all levels as agreed upon be implemented in a coordinated way. According to Telford(1996:8-9), "transformational leadership acknowledges that in today's challenging and demanding educational climate of constant and turbulent change, no single person alone is likely to have the combined capacities necessary to engage in effective leadership. It can be legitimately argued, that in empowering a range of people within the school community - educators, learners, parents and others as 111 appropriate, a combined richness of educational thought and activity, superior to that of any single leader can be achieved. "That is, leadership at its best is a shared venture engaged in by many". This has concentrated on these policies that need to be implemented to effect change. The findings are also that there are policies for transformational leadership in place but the in adequate training makes it impossible for effective implementation. Therefore, the aims objectives of this study are summarised as follows: To determine the extent to which policies guide the transformational leader to effect meaning full change(s). To establish the extent to which change involves the collaboration of the transformational leader and the followers. The determine how implementation of policies take place at the school site. To determine whether support systems are offered by district offices officials to principals and educators regarding interpretational and implementation of policies. Through qualitative and quantitive research,questions and statements, the researcher was able to do some findings as far as transformational policies are concerned. The study concludes on a few recommendations that enough information and training should be given to all stakeholders for effective implementation hence creation of change that would take schools into the 21' century.

M.Ed. / The main aim of the inquiry looked at community education, in this regard being the empowerment of school communities in effective and efficient running of schools for the new education system adopted in South Africa. The introduction of the South African School Act to meet the demands of the country's constitution, necessitates community involvement for shared-decision making, and fully informed participation by all stakeholders in the running of our schools. In empowering school communities, problems experienced by teachers, parents, learners, governing bodies relating to suspensions and expulsions of African learners were addressed, and an insight into stakeholders' roles was explicitly outlined. The contribution therefore, of this study, is the identification of sources of frustrations and troubles experienced in this regard. The findings provide school communities with a clear exposition of the roles and functions of stakeholders. Power implementation, in expulsion specifically, is clearly indicated to be on the Head of Education, which if perceived unfair can be appealed through the Member of the Executive Committee for Education in the Province. No management team, no governing body or a parent has the right to remove a learner from a school through whatever route — mutually agreed upon by other stakeholders — unless confirmation of that removal is from the HoD, but also with a placement of that learner into another school followed by a support structure created for him/her. All stakeholders will be aware of what the right of education refers to after reading through this research as recommendations clarified. Therefore, the field investigation clarified some of the typical problems about suspension and expulsion experienced by the research sample.

M.Ed. / This research project forms part of a group project that involves three factors of effective management: • normative management; • open democratic management; and • accountable co-operative management. This mini-dissertation deals with normative management as a factor of effective school management. Chapter one explains the aims and objective of the research. The main objective is to determine the role normative management plays in the effective management of schools with diverse academic results in the 1999 senior certificate exam. This chapter further explains the research method, quantitative research, used for this research. Finally the researcher makes important assumptions in this chapter that should be taken into consideration for the mini- dissertation. Chapter two is in the form of a detailed literature study of the topic. The concepts, effective management and normative management as a factor of effective management, are explained in full. This chapter also deals with concepts from the questionnaire. Chapter three discusses the research instrument, the questionnaire. This chapter also explains the items of the questionnaire that forms part of normative management and the research group. Chapter four deals with the empirical study of the data from the questionnaires. In chapter five the researcher comes to certain conclusions from the study. Firstly the moral of educators influences school effectiveness. Secondly a common vision and mission will improve school effectiveness. The importance of the role of the principal is thirdly explained. Fourthly it is stated that parents should be involve to improve school effectiveness. Fifthly the curriculum in schools is dealt with. Curriculum 2005 is also discussed. Finally the importance of providing in the basic needs of children to improve school effectiveness is explained. In conclusion the researcher states that the educator should ask him/herself the following question when doing or saying something involving the learners: "Will this benefit the learner?" If the answer to this question is 'yes', the action will improve school effectiveness.