Thesis advisor: Diana Pullin / It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Across the world countries are currently striving to eliminate poverty, improve the quality of education, optimize well-being, among other areas of improvement. In an effort to help such improvements, a group called Young Lives ran a longitudinal study on youth in Ethiopia, India, Peru, and Vietnam that studied the many facets of poverty. The purpose of this study is to utilize the Young Lives dataset to determine how countries can more readily improve social-emotional skills by looking at important experiences in adolescents' lives. Specifically, this study examines what factors increase a child's ability to socialize with peers, which is shown to be linked to higher academic success as well as a fuller development into adulthood. In order to measure the ability to socialize with peers, Young Lives used the relationships with Peers Scale (RPS). I examined, through implementing structural equation modeling techniques, what factors significantly predict RPS scores, as well as which time point the factors are most predictive. I also inspected the psychometric properties of the RPS on the Young Lives' population and observed measurement invariance across time and country in order to ensure this scale is a valid measure. Steps to improve relationships with peers can be taken by encouraging higher intrinsic locus of control, providing equal educational opportunities, improving safety conditions, providing nutritional education, and eliminating competition for resources.

La investigación tuvo como objetivo general contribuir en la organización de un conjunto de criterios para la evaluación del desarrollo axiológico del profesorado de la Escuela de Educación de la Universidad de los Andes, a fin de promover programas de desarrollo profesional, personal y de evaluación que garanticen mejoras en la institución. Constituye el requisito indispensable para optar al Título de Doctor del Programa de Doctorado: Innovación y Sistema Educativo. Para su desarrollo, se prestó atención especial a descriptores referidos a la moralidad, eticidad, desarrollo profesional, desarrollo personal, evaluación, mejora educativa, códigos deontológico y valores educativos. Unido al propósito central, el desarrollo de la investigación permitió el establecimiento de fines secundarios que apuntaron a determinar implicaciones pedagógicas que se generan cuando el profesorado alcanza y mantiene un desarrollo axiológico adecuado, contribuir con el desarrollo teórico y práctico de la concepción axiológica de la mencionada escuela la cultura de la evolución institucional y del profesorado, contribuir en la elaboración de una tabla o escala de valores que oriente el comportamiento moral y ético del profesorado y proporcionar el establecimiento de códigos deontológico en la escuela objeto del estudio.La investigación se sustentó en varios pilares teóricos. Destacan aquellos que están referidos a los distintos modelos contemporáneos que explican el problema de la ecuación moral; en especial, se colocó énfasis en el modelo de educación moral como proceso cognitivo - evolutivo sustentado en la teoría de Lawrence Kohlberg. Asimismo, se apoya en los modelos de evaluación del profesorado; en particular, se colocó atención a la evaluación del profesorado y mejora educativa. De igual manera, se encuentran referencias teóricas que contribuyeron a dilucidar el problema de los valores, la eticidad y la moralidad. Además de los anteriores soportes teóricos, la investigación, está dirigida sobre la creencia de que la mejora educativa sólo es posible si es adelantada por el profesorado que demuestra y mantiene cierta madurez en sus estructuras axiológicas.El diseño metodológico que se empleó corresponde al modelo holístico - inductivo de tipo descriptivo y de campo, bajo las consideraciones y permisas que orientan la investigación cualitativa. Resalta por ser un "estudio de casos instrumental". El escenario donde se desarrollo, la contituye la Escuela de Educación de la Universidad de los Andes de Mérida - Venezuela. La población objeto de estudio estuvo formada por los profesores, alumnos y administradores que hacen vida en la citada escuela, las distintas muestras fueron seleccionadas por medio de "muestreo no probabilísticos". En particular, se aplicó el "muestreo accidental o causal" y el "muestreo internacional u opinático". Para recabar la información se diseñó una serie de instrumentos. A los alumnos se les consultó en tres oportunidades a través de tres instrumentos con escala tipo Likert y escalas de clasificación, a los profesores en dos ocasiones, por medio de una encuesta y el autoinforme, y a los gerentes y administradores a través de una entrevista cualitativa en profundidad. Todos los instrumentos empleados fueron revisados y sometidos a consideración de expertos, se estimó su validez de contenido por medio del Coeficiente de Proporción de Rangos (CPR). Los datos fueron presentados y analizados a través del Modelo Interactivo de Miles y Huberman, lo cual permitió el diseño de esquemas, dibujos, gráficos y mapas conceptuales que coadyuvan a la comprensión de información recabada. Las conclusiones apuntan que para pretender mejoras educativas es necesario la interrelación de procesos que abarquen la evaluación del profesorado, el desarrollo profesional y personal y la gestión de la calidad educativa. Para que ello sea posible es inminente y de gran importancia que el profesorado sea colocado como el foco de atención. En este sentido, y en atención a estos presupuestos, la investigación permitió recoger algunas impresiones de los profesores de la escuelo objeto del estudio y, con todo ello elaborar unas conclusiones y propuestas. Descriptores: Desarrollo axiológico, evaluación del profesorado, desarrollo personal, desarrollo profesional, ética, moral, valores, mejora educativa. / The general objective of the research was to contribute to the establishment of a group of criteria for the evaluation of the axiological development of the faculty of the School of Education of the Universidad de los Andes with a view to promoting professional, personal and evaluation programs that would guarantee improvements in the institution. This research is a requisite for candidacy to the title of Doctor of Philosophy under the Doctoral Program: Innovation and the Educational System. In its development special attention was paid to key words related to morality, ethics, professional development, personal development, evaluation, educational improvement, deontological codes and educational values. Together with the principal objective, the carrying out of the reaches and maintains adequate axiological development, the promotion of a culture of institutional and faculty evaluation within the context of the previously mentioned school, the contribution towards the elaboration of a table or scale of values to orientate the moral and ethical development of the faculty can be evaluated and the promotion of the establishment of deontological codes in the school under study.The research is based on several theoretical pillars, the foremost being those related to the different contemporary models that explain the problem of moral education. Special emphasis is placed on the moral education model as a cognitive-evolutive process based on the theory of Lawrence Kohlberg. It is also based on models for faculty evaluation; in particular, attention is placed on the evaluation of the professional development of the faculty and on the assumptions on which faculty evaluation and educational improvement are based. Likewise, theoretical references are found that contribute to the explanation of the problem of values, ethics and morality. Besides the preceding theoretical bases, the research is guided by the belief that educational improvement is possible only if it is promoted by a faculty that demonstrates and maintains certain maturity in its axiological structures.The methodology used was the holistic-inductive model of a descriptive and field type, using at the considerations and premises that orientate qualitative research. It is predominantly an "instrumental case study". The research was carried out at the School of Education of the Universidad de los Andes in Mérida, Venezuela. The population under study was composed of professors, students and administrators of the school. The different samples were taken by means of "chunk sampling". In particular, "accidental or casual sampling" and "purposive or opinion sampling" were used. A series of instruments was designed for gathering information. Students were consulted on three occasions using three instruments with Likert type scales and classification scales, the professors on two occasions by means of a survey and a self-survey, and the managers and administrators through an in-depth qualitative interview. All the instruments used ere reviewed by and submitted for the consideration of experts. Their content validity was estimated by using the Range Proportion Coefficient (RPC). The data were presented and analyzed by means of the Miles and Huberman Intercative Model, Wich allowed diagrams, drawings, graphs and conceptual maps to be made that contributed to the comprehension of the information gathered. The conclusions indicate that in order to obtain educational improvements the interrelation of processes that encompass the evaluation of the faculty, professional and personal development and the attaining of quality education is necessary. For this to be possible, it is necessary and of great importance that the faculty be the focus of attention. In this respect, and in view of these assumptions, the research allowed the gathering of some of the impressions of the professors of the school under study and thereby the drawing of conclusions and the elaboration of conclusions and the elaboration of proposals.Key words: Axiological development, faculty evaluation, personal development, professional development, ethics, morals, values, educational improvement.

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It has become a norm that most learners from rural areas drop out of the school system early, and become beneficiaries of the welfare system at an early age to establish factors that could be contri buting to the low academic performance among grade 12 learners. The study examined the role of the principal, SMT and teachers in contributing factors of poor performance in grade 12 learners in rural high schools. A qualitative investigation at three publ ic high schools in the Maleboho done. Data were collected by means of document analysis and in-- West Circuit was depth interviews. The study revealed that learners and teachers are managed by ineffective management and support by SMT, challenges with teachi ng and learning, lack of parental involvement, the new progression policy of the department and ineffective leadership by Head of Departments. Recommendations were made on how SMT and teachers might solve these problems in the future. iv / Polelo ye o e lego melomong ya batho ke gore ge o bona ngwana yo monnyane a boputse lesea, tseba gore o tswa dinagamagae fao tlala e ikepetsego ka medu Barutwana ba fao ba bona pelego e le lehumo la ka pejana la go ikhweletsa tshelete ya mmuso ya mphiwafela. Se se theosa seriti sa thuto, kudu seemo sa dipoelo tsa marematlou. Go rothisa dinala ga dihlogo tsa dikolo, dihlogo tsa dithutwana dikolong, le barutwana go bonala e le bona bahlodi ba mpherefere wow a dipoelo tsa go nyamisa tsa marematlou. Dinyakisiso tseo di tseneletsego ka ngalaba ye, di dirilwe dikolong tse tharo tseo di phagamego, tseo di abago thuto ya batho ka moka sedikothutong sa Maleboho Bosubela (MalebohoWest). Barutwana, barutisi le ditokomane di somisitswe go hwetsa dikarabo tsa maleba dinyakisison g tseo. Go hweditswe tseo di latelago. Barutwana le barutisi ba hlahlwa ke bafahlosi bao ba se nago bokgoni bjo bo tibilego thutong. Batswadi bao ba se nago maikemisetso thutong ya bana ba bona. Melawana ya thuto yeo e nyefisitswego, ya go fetisetsa barut ya ka pejana. wana mephatong Go hloka maitemogelo ga hlogo ya thuto ka mosomo wa gagwe. Ditshisinyo tseo di ka thusago go hlomola naga mootlwa mo thutong ya ban aba rena yeo e tsenetswego, di laeditswe ka botlalo. / Swi hundzukile ’ ntolovelo leswaku vadyondzi vo tala va le matiko xikaya va tsika xikolo eka malembe ya le hansi ya dyondzo, va hola mudende wa mfumo va ha ri vatsongo; lexi xi nga xin wana xa swivangelo swa mbuyelo wa le hansi wa vadyondzi va giredi ya khume mberhi. Tsalw a leri ri langutisile xiavo xa nhloko ya xikolo, vufambisi bya xikolo na vadyondzisi eka mbuyelo wa le hansi wa giredi ya khume mbirhi eka swikolo swa he henhla swa le matiko xikaya. Vukambisisi byi endliwile eka swikolo swa mfumo swi nharhu swa le henhla eka xifundzantsongo xa dyondzo xa Maleboho Vupeladyambu. Vuxokoxoko bya tsalwa leri byi kumiwile hi ku lavisisa ematsalweni ni ku burisana na vanhu vo karhi. Ku na mintlotlo yo tala hi tlhelo ra dyondzo, ku nga: vufambisi bya swikolo, vatswari a va khum beki hi tlhelo ra dyondzo ya vana va vona ’ ni polisi ya mapasiselo ya vadyondzi. Tsalwa leri ri humesile swibumabumelo leswi nga tirhisiwaku hi vufambisi bya swikolo nga tirhisiwaku hi vufambisi bya swikolo kun we ni vadyondzisi ku ololoxa mintlontlo ya dyo ndzo. / Educational Management and Leadership / M. Ed. (Education Management)