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Final Project (M.A.)--John F. Kennedy University, 2005. / "August 29, 2005"--T.p. Includes bibliographical references (p. 156-186).

Thesis (Ph.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 167-174) and index.

Thesis (M Ed(Educational Psychology))--University of Pretoria, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 22, 2006) Vita. Includes bibliographical references.

"A view from the inside" is based upon my three years as headteacher of Redland Primary School. A participant-observational, ethnographic methodology is employed to communicate the richness, complexity and reality of the headteacher's existence and my overarching aim is to "tell it like it really is". Chapter One introduces the principal actors involved in the ensuing social drama and describes the nature of the stage and the props. In short, the human and non-human components of the situation. Chapter Two maps the positive interaction of intra-institutional participants, providing an account of curriculum change and staff development. The headteacher's evolving management style is also catalogued. The negative aspects of these social processes are examined in Chapter Three and a number of conflict biographies are considered in some detail. A discussion of the headteacher's conflict management strategies provides a natural postscript to this section. Chapter Four marks a change of focus, moving from analysis of Redland School as a self-contained microcosm to a consideration of its location within its broader social context. The influence of extra-institutional personnel upon the school is rehearsed. Chapter Five involves a reversal of the same telescope, analysing how intra-institutional actors influence significant others within the supporting social network, by creating an "image". The disparate threads of the study are drawn together in Chapter Six and the headteacher's view from the inside is presented. A natural history of my research and an overview of ethnographic methodology is provided in Chapter Seven. Finally, the Conclusion summarises the main findings of the study and identifies fruitful directions for future research.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters Of Education in the Department of Foundations Of Education at the University Of Zululand, 2018 / The literature reveals that if schools lack parental involvement, effective management suffers significantly causing shortcomings in school governance and academic progress. The literature also shows that there exists a relationship between parental involvement and learner‟s academic achievements. It provides that learners whose parents care about their academic progress are likely to perform well on academic activities because such parents often communicate their wishes to children. This study is aimed at investigating stakeholders‟ perspectives on parental involvement in governance and schooling in Hlabisa Circuit schools. The theoretical framework from Epstein‟s theory of overlapping spheres of influence was used but not confined thereto; therefore, supporting theories relevant to this study were also applied. This study used a mixed methods research paradigm which integrates qualitative and quantitative designs as this approach provides convenience for data collection. The data was collected from respondents (educators and SGB members) using questionnaires and interviews. The research findings revealed that due to poor parental involvement in school governance, learners have developed errant behaviour. This emerging trend has triggered poor academic performance which taints the name of the school and the circuit in general. The results also show that if parents are inactive in school governance, poor academic performance is likely owing to the lack of parental guidance. The empirical findings noted educators‟ challenges on attendance of parent meetings, classroom management, learner discipline, effective school management, academic challenges and performance, accessibility of schools, parenting role, stakeholder communication, as well as curriculum and school-work. The SGB members noted challenges on effective involvement in leadership; instructional leadership; behavioural challenges in schools; management of school as an institution; shortcomings on academic resources provision; unemployment, poverty and school remoteness; parental obligations; home-school partnerships; and monitoring of the child‟s academic progress. The study concluded that parental involvement in school governance is not effective and therefore cripples the effect it should be having on schooling, which is academic performance in this context. The study ultimately recommends that SASA, NEPA, SACE and other relevant policies in education should be reviewed to enforce educators‟ authority in schools.