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Thesis (Ph. D.)--Catholic University of America, 1975. / Includes bibliographical references (p. 346-356) and index.

In the past, Catholic schools have made a significant contribution to educational provision in Lebanon. In the restructuring of society in post-war Lebanon, Catholic schools are called on to continue to provide academic excellence. To meet this need, principals of Catholic schools are challenged to provide instructional leadership and manage schools effectively. Against this background, this study explores the Catholic school principal's role with regard to its management and leadership capacity. A literature study investigates theories of management and leadership as applied to the principal. An overview of the Catholic school system in Lebanon is given against the backdrop of historical, social, political and economic factors. The role and tasks of the Catholic school principal are examined with particular focus upon the unique spiritual dimension of the role. From this theoretical and descriptive base, the research design is described. A qualitative investigation of the principal's role was conducted. Data gathering was done by means of an preliminary questionnaire, individual interviews and a focus group interview as well as participant observation in a Catholic school in Lebanon. The interviews explored the themes of management and leadership as experienced by a small sample of principals of Catholic schools. Data was analysed, discussed and synthesised. Significant issues discussed included management topics such as delegation, strategic planning, time management, financial management and the evaluation and staff development of teachers; leadership topics comprised vision, mission, faith formation, and school culture. The findings provide a basis for a recommended profile and model for the Catholic school principal. The study suggests that the future effectiveness of the principalship rests upon the clear conceptualisation and implementation of both management and leadership functions. In the light of this, the present formation and training of the principal may fall short in meeting the increasingly complex demands of Lebanese Catholic schools. Without strong endorsement and training for educational management and leadership principals in Catholic schools could face a precarious future. Further research and management training and formation is needed to lead Catholic school principals into a steadfast future. / Educational Leadership and Management / D.Ed. (Educational Management)

Thesis (MPhil (Education))--St Augustine College of South Africa, 2006. / One of the fundamental aspects of my work as Religious Education Coordinator of an Independent Catholic School in South Africa is to ensure that the vision and distinctive character of the school in which I work is aligned to the vision for Catholic Schools as described by Church documents'and other leading authors on the subject. Every member of the teaching staff employed by the Independent Catholic School (The School), has to sign a contract in which is included the sentence: "The Teacher has an obligation to respect, promote and support the Catholic Ethos and the special character of the School". This obligation is based on the assumption that the daily practice of teachers is a critical element contributing to the ethos of The School. The Sacred Congregation for Catholic Education, in its document The Catholic School (1977), states that: "By their witness and their behaviour teachers are of the first importance to impart a distinctive character to Catholic Schools" (#78). More recently, Me Laughlin states: "Every teacher, it has been argued, can and should make some sort of contribution to this distinctiveness [of the school] and this contribution should feature in their formal appraisal" (Mc Laughlin 1999: 73).

This study was undertaken to determine the status of the physical education programme, personnel, facilities, equipment and supplies in the parochial schools of the Archdiocese of Vancouver and to make recommendations for a more effective programme based on criteria derived from the British Columbia Administrative Bulletin for Elementary Schools, 1958, and from existing facilities, equipment and supplies. An attempt was made to answer the following six questions in order to gather the data needed to solve the problem. 1. How much time is allotted to the instructional programme each week? 2. Professionally speaking, how well prepared are the teachers of the instructional programme? 3. What activities and testing and measuring techniques are presented in the instructional programme? 4. What type of recreational programme is offered? 5. What facilities do the schools have? What types of equipment and supplies are used in the instructional programme? 6. What are the school policies regarding medical examinations and participation in the instructional programme? The data were collected by personal visits by the writer to thirty-eight parochial schools which represented the total number of schools in the Archdiocese. None of the schools went higher than grade eight and most finished at grade seven. Interviews were held with thirty-five principals and eighteen physical education teachers. For purpose of analysis, schools were classified according to enrollment and geographic area and the information was assembled into tables. One school allotted 100 minutes or more per week for a physical education programme as suggested by the Administrative Bulletin. The majority of teachers of physical education were classroom teachers. None had a degree but the majority had taken an undergrad physical education course. One third of the outside specialists had a physical education degree. A wide range of activities was included in the programmes of the schools and testing was done in a few schools. Approximately three-quarters of the schools offered intramural and interscholastic programmes. Softball, volleyball, basketball and track and field appeared with the greatest frequency in these programmes. More than one-half of the schools had gymnasiums although less than twenty-five per cent had dressing rooms. Indoor and outdoor facilities and equipment were inadequate. The majority of schools gave medical examinations once during the pupils' school years. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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