Thesis (M.ED. (Educational management)) --University of Limpopo, 2010 / Refer to document

Thesis (M.Ed. (Educational Management)) --University of Limpopo, 2010 / Refere to document

This thesis is a total coverage survey of the municipal preschool management structure. In the late 90's the preschool in Sweden became the first step in the overall educational system. It became a pedagogical activity similar to school with respect to form and content. Although the focus was on education, political voices reclaimed the unique nature of preschool i.e. educare. It became a preschool in transition between its own tradition and modernization. The idea is that the educational management structure should support a pedagogical leadership that directs the pedagogical activity towards preschool objectives. The local authority sets the structure for management in pre-school; a municipality that in itself is an institution with its own goals and objectives. These objectives can place the municipalities in the cross pressure between their own objectives and the ones for preschool. The question in this respect is; How is the management structure formed and why? Is it a structure formed with the intention of creating educational management for the local preschool or are there other factors that guide the design? A framework based on the historical background of the preschools and theoretical terms such as steering, leading, management, pedagogical leadership, educational activity, etc. was constructed. Results are based on an online questionnaire survey. 180 municipalities out of 290 answered the questionnaire, which gives a response rate at 62 %. The response rate is evenly distributed across municipal categories, categories that the municipalities were aggregated into, formed by The Swedish Association of Local Authorities and Regions. The categories were handled as survey units, to support a part of the analysis and to allow a comparison between the municipalities by municipality size, both demographic and geographic. The material was analysed using the SPSS statistical program and compiled and reported with descriptive statistics. Descriptive statistics were used to demonstrate the material's characteristics and the central tendency. The results show that the municipalities’ structure of management is varied. Different municipal categories do not change this varied picture of the management landscape significantly. Although the management structure varies regarding how many levels with formal titles and which positions and functions they should have, there is a consistency in which title that the formal leader for the preschool have. The municipalities primarily utilisea principalship with mixed responsibility for both preschool and school. In light of these results, do municipalities mould a structure for the educational management for the pedagogical activities in preschool? Yes and no: the municipalities do not form a structure for preschool alone. Results show that the municipalities' main purpose is not to create a line of management specifically for the preschool. The municipalities form a management structure for educational purposes dealing with an educational activity from preschool to elementary school. The new Education Act (2010:800), is a step toward distinguishing preschool leadership from school leadership and turns the leadership of preschools into a title solely for the position and function of preschool educational activities.

Mokykloje vadovaujamasi daugybe įstatymų, norminių aktų, kad užtikrinti sėkmingą mokyklos, kaip organizacijos vystymąsi ir tikslų įgyvendinimą. Bet Bendrosios programos yra pagrindinis šaltinis, kuriuo turi būti grindžiamas ugdymo planavimas ir organizavimas mokykloje, bei pagrindinis ugdymo turinį reglamentuojantis valstybinio lygmens dokumentas. Viena iš svarbiausių Bendrųjų programų funkcijų – įvairioms visuomenės grupėms susitarti dėl bendriausių ugdymo tikslų ir ugdymo kokybės kriterijų. Toks susitarimas sudaro sąlygas suteikti mokytojams ir mokykloms daugiau savarankiškumo renkantis metodus ir priemones tam pasiekti. Moderni ugdymo procesų vadyba remiasi suderintomis visų švietimo lygmenų pastangomis. Prasiplėtus vadybiniam požiūriui į švietimo organizacijų darbą, mokyklose imta taikyti vadybos teorijas, kurios švietimo sistemoje yra naujovė. Bendrosios vadybos teorijos gali būti sėkmingai naudojamos ir švietimo organizacijose, nes tos pačios pagrindinės vadybinės funkcijos naudojamos ir verslo, ir švietimo organizacijose. Tačiau vadybos principus reikėtų modifikuoti pagal švietimo organizacijos specifiką. / The Generela management programme is the main source which must be based on educational planning and organization of the school. The main educational purpose of the organization of human learning, but the fact that education is targeted to take place in such organizations, and knowledge required for effective management of school as an organization's activities. There fore, to explore the general management of major programs in law schools in particular, we should reflect upon what management education is the ratio of general management. General Management is concerned with education for decades, but there is still debate about how much management theory applies to general education.

The research on management strategies by the school principal for the managing of the female teacher with burnout, is divided into six phases. Firstly it is to determine what the nature of burnout in the female teacher is, what the causes of burnout in the female teacher is, what the causes of burnout are, which symptoms are detected by teachers suffering from burnout and what consequences the burnout in female teachers may have for the learners, colleagues, employer and for the female teacher concerned. In the second place it is shown what strategies can be applied for the managing of the female teacher suffering from burnout. A few recent models for managing burnout are explained and strategies aimed at intra- en interpersonal skills, factors related to the environment as well as group activities are discussed. In the third place it is empirically determined to what extent female teachers in d1e North West Province are suffering from burnout by means of standardised questionnaires for the measurement of burnout. Fourthly it is indicated how female teachers who differ with regard to home language, medium of instruction in their schools, years of experience and !he area where the school is situated, also differ with regard to the degree of burnout they experience. During the fifth phase of this study it is determined empirically, by means of questionnaires for principals, how principals are recently managing female teachers with burnout The first ten strategies, according to the order of preference by principals, are then discussed, Lastly directives are given. by means of a holistic management model aimed at the causes of burnout, which could be used by principals as managing strategies. These strategies deal with the professional development of the female teacher, acquirement of intra- en inter-personal skills as well as the management of demographic and environmental causes of burnout. / Thesis (PhD)--PU for CHE, 1998

The role of principals in public education in Sweden has during the last decade been subjected to a number of reforms and structural changes that is without parallel in modern history. For example, the number of principals has doubled, the turnover is considerable and, while in the past being a principal has been an occupation for men, now women are in the majority. The limited Swedish research that has been carried out indicates that principals have multidimensional tasks that are often contradictory. In addition, principals find themselves in a situation where administration dominates at the cost of a more curriculum-based leadership. A majority of these research studies employ a macro-perspective that tends to marginalise the intentions of the actors and the impact of education as a socially-constructed sensemaking process. This thesis examines the role of the principal. The theoretical framework employed in this study derives from social psychology. Within this framework the role of the principal is perceived to be constructed in the intersection of the different domains of public education. This role is then related to the notion of a public ethos based on sets of democratic values. The empirical basis of the investigation is a case study of all principals and their superintendent (director of education) in a smaller Swedish municipality. Data was gathered in a number of interviews that extended over a school-year. The results, in short, suggest that the role of principals is being redefined and can in this process be interpreted with different emphases, that the different domains interpret the role of the principal from different rationalities and that goal-steering and related issues get treated more or less as symbolic rituals. These results are then discussed from the point of different discourses and sensemaking processes in education. It is concluded that the role of the principal is constructed in a discursive intersection. This discussion is then contrasted with a view where principals' emotional labour is highlighted and related to the primary processes of schooling and the societal functions of education.

Research Doctorate - Doctor of Philosophy (PhD) / This thesis builds on and contributes to work on the strategic role of educational leaders, and particularly public primary school principals. Although some in the field (Bell, 2002; Forde, Hobby, & Lees, 2000; Kelly, 2005) have questioned the utility of strategy as a concept, particularly with its ties to economics, marketing and capitalist ventures, there has not been an explicit research focus of what strategy means in educational leadership. As such, this thesis provides additional insight by taking stock, assessing and integrating the existing body of literature on strategic leadership and management in schools and by going beyond what is already known and setting forth new frameworks, perspectives and researchable questions. The analytical focus on the strategic role, and not merely strategic management or strategic leadership enables another contribution. Multiple modes of inquiry were used in constructing the arguments of this work. Through a theoretical and methodological analysis of the discourse on the strategic role in 18 prominent educational leadership journals over a 27 year period (1980-2007), a model for the strategic role was developed. This model was tested on a sample of public primary school principals in the Hunter / Central Coast region of New South Wales, Australia. The results of this questionnaire based study prompted further inquiry as to what the ‘strategic role’ means to practitioners. A framework was developed from the transcribed texts of interviews with principals. Many similarities existed in this framework and the literature derived model, however the framework developed from practitioner responses gave greater attention to the social forces that act upon the strategic role, supporting the criticism directed at the utility of the narrow view of strategy as planning to the educational context. Theoretically informed by the work of Michel Foucault, a proposed alternate lens for the analysis of the strategic role of school leaders is presented, showing that as a result of increased participation in school governance and accountability regimes, principal actions are constantly under surveillance. While not being the first to bring Foucault into the educational leadership discourse, the proposal of the strategic role within a social space is something that has been missing from the discussion on the strategic role within the field. The Foucauldian frame sheds need insight into the strategic role of the public primary school principal and highlights the significance of the role within the field of educational leadership. Overall, this thesis is intended to provide a new platform for theory and research on the strategic role of school leaders. As with Anderson and Grinberg (1998), this thesis argues for Foucault’s concept of disciplinary practices as a metaphor for the field of educational leadership. It is argued that by positioning the strategic role within the broader social space, further inquiry can help provide a fundamental understanding of how and why educational institutions behave the way they do.

Research Doctorate - Doctor of Philosophy (PhD) / This thesis builds on and contributes to work on the strategic role of educational leaders, and particularly public primary school principals. Although some in the field (Bell, 2002; Forde, Hobby, & Lees, 2000; Kelly, 2005) have questioned the utility of strategy as a concept, particularly with its ties to economics, marketing and capitalist ventures, there has not been an explicit research focus of what strategy means in educational leadership. As such, this thesis provides additional insight by taking stock, assessing and integrating the existing body of literature on strategic leadership and management in schools and by going beyond what is already known and setting forth new frameworks, perspectives and researchable questions. The analytical focus on the strategic role, and not merely strategic management or strategic leadership enables another contribution. Multiple modes of inquiry were used in constructing the arguments of this work. Through a theoretical and methodological analysis of the discourse on the strategic role in 18 prominent educational leadership journals over a 27 year period (1980-2007), a model for the strategic role was developed. This model was tested on a sample of public primary school principals in the Hunter / Central Coast region of New South Wales, Australia. The results of this questionnaire based study prompted further inquiry as to what the ‘strategic role’ means to practitioners. A framework was developed from the transcribed texts of interviews with principals. Many similarities existed in this framework and the literature derived model, however the framework developed from practitioner responses gave greater attention to the social forces that act upon the strategic role, supporting the criticism directed at the utility of the narrow view of strategy as planning to the educational context. Theoretically informed by the work of Michel Foucault, a proposed alternate lens for the analysis of the strategic role of school leaders is presented, showing that as a result of increased participation in school governance and accountability regimes, principal actions are constantly under surveillance. While not being the first to bring Foucault into the educational leadership discourse, the proposal of the strategic role within a social space is something that has been missing from the discussion on the strategic role within the field. The Foucauldian frame sheds need insight into the strategic role of the public primary school principal and highlights the significance of the role within the field of educational leadership. Overall, this thesis is intended to provide a new platform for theory and research on the strategic role of school leaders. As with Anderson and Grinberg (1998), this thesis argues for Foucault’s concept of disciplinary practices as a metaphor for the field of educational leadership. It is argued that by positioning the strategic role within the broader social space, further inquiry can help provide a fundamental understanding of how and why educational institutions behave the way they do.

Educar e habilitar profissionais em grande número é um desafio de gestão que se apresenta de forma prática aos gestores e administradores universitários, quaisquer que sejam as suas formações iniciais. Os desafios tornam-se ainda maiores, dado o quadro institucional e o ambiente competitivo em que as Instituições de Ensino Superior (IES) se inserem. A gestão por competências tem se mostrado valiosa no mundo empresarial; contudo, a sua introdução como instrumento de gestão nas Instituições de Ensino Superior (IES) ainda é incipiente. Nesse contexto, o papel dos gestores é de fundamental importância para mobilizar e articular as competências dos indivíduos e das equipes para o alcance das estratégias definidas para a instituição. Com o presente estudo, foi possível identificar, através de um estudo qualitativo com base em entrevistas, as principais competências que o gestor educacional utiliza nas atividades diárias. Como resultado da pesquisa, foi observado que: a) existe homogeneidade de entendimento conceitual, por parte dos entrevistados, quanto à noção de Competência; b) os elementos facilitadores para o desenvolvimento do processo de gestão por competências estão relacionados aos valores e à natureza de cada IES; e c) os entrevistados mencionaram diferentes maneiras através das quais são desenvolvidas as competências para qualificar os profissionais ligados à gestão educacional em cursos de Administração; entre elas destacamse: as capacitações e/ou processos de desenvolvimento que tem origem na aprendizagem formal; o autodesenvolvimento; e a aprendizagem na prática. / To educate and qualify professionals in great number is a management challenge present in the practical way of the managers and coordinators at the university level, independently of their initial formations. The challenges become more critical due to the institutional competitive context where the Superior Learning Institutions develop their activities. The management by competencies has been shown to be valuable in the industry world, but its introduction as a management tool in the Superior Learning Institutions is still incipient. In this context, the role played by managers is very important to mobilize and articulate the individual and group competencies to reach the strategies defined to the organization. In the present study it was possible to identify, by a multiple case study based on interviews, the main competencies used by managers in their daily routine practice. As results, we observed the following: a) there is an homogeneity of conceptual understanding by the interviewees regarding to the competency meaning; b) the facilitation tools for the development of the management by competencies are related to the values and nature of every Superior Learning Institution; and c) the interviewee pointed out different ways to develop competencies to qualify professionals working in the educational management in Administration courses, mainly skills and/or process of development originated in the formal learning; the self-development; and the practical learning.

Educar e habilitar profissionais em grande número é um desafio de gestão que se apresenta de forma prática aos gestores e administradores universitários, quaisquer que sejam as suas formações iniciais. Os desafios tornam-se ainda maiores, dado o quadro institucional e o ambiente competitivo em que as Instituições de Ensino Superior (IES) se inserem. A gestão por competências tem se mostrado valiosa no mundo empresarial; contudo, a sua introdução como instrumento de gestão nas Instituições de Ensino Superior (IES) ainda é incipiente. Nesse contexto, o papel dos gestores é de fundamental importância para mobilizar e articular as competências dos indivíduos e das equipes para o alcance das estratégias definidas para a instituição. Com o presente estudo, foi possível identificar, através de um estudo qualitativo com base em entrevistas, as principais competências que o gestor educacional utiliza nas atividades diárias. Como resultado da pesquisa, foi observado que: a) existe homogeneidade de entendimento conceitual, por parte dos entrevistados, quanto à noção de Competência; b) os elementos facilitadores para o desenvolvimento do processo de gestão por competências estão relacionados aos valores e à natureza de cada IES; e c) os entrevistados mencionaram diferentes maneiras através das quais são desenvolvidas as competências para qualificar os profissionais ligados à gestão educacional em cursos de Administração; entre elas destacamse: as capacitações e/ou processos de desenvolvimento que tem origem na aprendizagem formal; o autodesenvolvimento; e a aprendizagem na prática. / To educate and qualify professionals in great number is a management challenge present in the practical way of the managers and coordinators at the university level, independently of their initial formations. The challenges become more critical due to the institutional competitive context where the Superior Learning Institutions develop their activities. The management by competencies has been shown to be valuable in the industry world, but its introduction as a management tool in the Superior Learning Institutions is still incipient. In this context, the role played by managers is very important to mobilize and articulate the individual and group competencies to reach the strategies defined to the organization. In the present study it was possible to identify, by a multiple case study based on interviews, the main competencies used by managers in their daily routine practice. As results, we observed the following: a) there is an homogeneity of conceptual understanding by the interviewees regarding to the competency meaning; b) the facilitation tools for the development of the management by competencies are related to the values and nature of every Superior Learning Institution; and c) the interviewee pointed out different ways to develop competencies to qualify professionals working in the educational management in Administration courses, mainly skills and/or process of development originated in the formal learning; the self-development; and the practical learning.