Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 127-137).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 127-137). Also available in print.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: Barbara Heyl, George Padavil (co-chairs), Linda Lyman, Paul Baker. Includes bibliographical references (leaves 208-215) and abstract. Also available in print.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2005 / In order for productive and positive interaction and growth to occur, schools need to be regarded as organisations with a specific purpose and aim. This means that very definite duties and responsibilities need to be structured to ensure that the organisation operates smoothly and that it achieves its aims and goals. In turn, smooth organisational operation will also determine its effectiveness and efficiency and the impact it has on educators, learners and the community. A professional development programme for middle managers might help to expand a philosophy and practice, which could help to equip middle managers of primary schools for a role in bringing about qualitative changes to address educational, needs. This study attempts to investigate the skills, knowledge, values and attitudes required by middle managers of Heads of Department (HODs) to be effective in their departments. This could be used to develop a skills development programme for middle managers in primary schools. The study as a whole is set against the research literature on the professional development of middle managers in primary schools and focuses on the following aspects: (I) managing policy; (2) managing people; (3) managing teaching and learning and (4) managing resources. In the exploration of the management roles and responsibilities of middle managers in primary schools. qualitative and quantitative research approaches were used in investigating the research questions. The research instruments used in the study included 11 semi structured questionnaires, interviews and a focus-group workshop. After the development of data collection instruments, data was collected through semi- structured questionnaires from HODs at selected 18 primary schools. Interviews were also conducted with four principals, one circuit manager, the Assistant Human Resources Consultant and the Human Resource Coordinator of the WCED. A workshop was also conducted with 35 BTech students to develop a framework for a management programme for middle managers in primary schools. The research study reveals the following aspects: (I) the Western Cape Education department has no existing skills development policy for the training of middle managers in primary schools; (2) research respondents identified a need for training in the interpretation and formulation of policies within their various departments as well as training in conflict management and counselling in order to successfully manage the human resources in their department; (3) finance is available for the training of educators but not specifically for middle managers, (4) educators prefer formal training above informal training. This thesis then examines, analyses and discusses these findings with recommendations that follow in Chapter 5.

M.Ed. (Educational Management) / Any organisation, be it political, religious, commercial or educational has to strive towards the accomplishment of certain aims and objectives. Certain organisations realise their aims and objectives while others tend to be unsuccessful. In response to the fact that some schools are not able to achieve goals, Lane & Walberg (J 987:37) completed a research study comparing more effective schools to less effective ones. The community expects the school to achieve the aims it has been established for. Schools often fail to achieve their primary goals. Successful goal achievement depends to a large extent on the strategies and leadership styles of the managers in schools. This managerial position belongs to the headmaster. The interpersonal relationships between the headmaster and his staff is largely dependent on the management style used. This in tum influences the effective management which could in tum have a negative impact on the quality of teaching in a school. It would appear that the educational system of the Republic of South Africa is about to undergo drastic changes. The Various components of the education system are interwoven and hence changing one aspect must necessarily have an impact on all the other components. Amidst all these changes headmasters must still attempt to manage their schools and the various educational programmes in an effective .way. These changes are also likely to add to the already complicated management and leadership role which the headmaster has (Naidoo, 1991:1).

M.Ed. / Please refer to full text to view abstract

The problem of this study is to demonstrate the use of Wells's criteria for evaluating the administration of the elementary school by evaluating the administration of two elementary school principals.

This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).

This is a qualitative description of the decision making processes that nine elementary principals use in determining campus level services for the differently abled and of how their administrative styles and values impact those decisions. Both the literature on leadership and on special education inclusion are reviewed. This review creates the framework in which the research questions are examined and structures the reporting of the findings. The defining attributes of leadership styles in conjunction with the defining attributes of inclusion are the heart of this study. Audiotaped interviews with each principal provide the data related to questions of leadership style, decision making, philosophy and autonomy. Separate site visits in which teachers from both regular and special education are queried as to the actual practices on their respective campuses and to their reactions to program changes involving the differently abled students. The combination of data gathered from the principal interviews, from the site visitations and the use of triangulation of data provide the basis for the findings.