Thesis (Ed. D.)--Marshall University, 2004. / Title from document title page. Document formatted into pages; contains viii, 94 p. Includes abstract. Includes bibliographical references (p. 70-81).

Thesis (Ed. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 205-212).

Thesis (Ed. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Feb. 19, 2008). Includes bibliographical references (p. 91-97).

Thesis (M.Ed.)--Unitec New Zealand, 2009. / Includes bibliographical references (leaves 133-136).

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

A new group of primary school deputy heads has emerged as the new rank, SPSM, has been created for deputy heads of primary schools in Hong Kong with effect from 1 September 2008. On becoming teacher leaders, these deputy heads are serving significant roles in primary schools. The literature reviews that there are few local studies in this area. This study has recognized the research need to understand the needs of novice deputy heads. 489 invitation letters were sent to all SPSMs in ordinary aided and government primary schools in Hong Kong in March 2011 and five SPSMs participated in this study. A qualitative approach was adopted, including focus group interviews, individual interviews, shadowing, and analyses of relevant documents. Results of the study indicate that underlying the needs that they have voiced out (such as the need for more time and ‘space’, collegial support, appropriate professional development and training) are two fundamental issues, namely, their readiness for leadership responsibilities and their capacity for the multiple roles of a deputy head. This study also indicates that their needs are varied and personal. Their needs are affected by their major roles and responsibilities, different situations in schools, the decision and attitude of their principals, relationship with fellow staff, personal background, experience, mindset, and values, and situations in the local context. Implications on the ways in which their needs could be met indicate that besides issues related to other parties and provisions from external sources, more fundamental is the transformation from within, that is, a switch of mindset from being a teacher, a manager, to a leader. / published_or_final_version / Education / Master / Master of Education

Thesis (EdD) -- Australian Catholic University, 2006. / Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 202-211. Also available in an electronic format via the internet.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 103-109).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 103-109). Also available in print.

The purpose of this study was to examine the role of high school assistant principals in Indiana. In this descriptive study, the researcher examined (a) the job responsibilities and duties of the high school assistant principal, (b) the degree of involvement in the job responsibilities and duties of the high school assistant principal, (c) the degree of job satisfaction for areas of administrative responsibilities, and (d) the areas of responsibility that high school assistant principals were provided the most and least training to prepare them for the principalship.The study was limited to the population of high school assistant principals in Indiana public schools. Out of 492 high school assistant principals, 271 responded to a paper or on-line version of the survey instrument used in this study. The survey instrument included 141 forced responses divided into four sections: Duties and Responsibilities, Job Satisfaction, Preparation, and Demographics.Of the six administrative areas in this study, high school assistant principals reported having a greater level of responsibility for duties in the area of school management and the lowest level of responsibility in the area of community relations. In terms of job satisfaction, assistant principals reported being most satisfied with the performance of duties related to student activities and least satisfied with duties related to curriculum and instruction. Assistant principals reported being the most prepared to perform duties related to student activities and least prepared for those duties related to curriculum and instruction. The demographics gathered from the study revealed that most high school assistant principals in Indiana were male, white, married, served over five years in this position and in the next three to five years plan to remain in their current position.Conclusions and recommendations of this study focused on developing a consistent definition of the role of the assistant principal in Indiana. In addition, if assistant principals are content in making this a career-oriented position, then state officials, universities, and school districts, must collaborate to provide a system of training and development of well-rounded knowledgeable leaders for the future of our high schools in Indiana. / Department of Educational Leadership