The problem of this thesis is to determine what implications a democratic society and the biological explanation of growth and learning make to an educational program and to measure the program planned for the Intermediate School of Edinburg, Texas, by these implications.

by Yuen Pong-yiu. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (p. 310-325 (2nd gp.)). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese; questionnaires in Chinese.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 17, 2010). Includes bibliographical references (p. 115-122).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Dale W. Lick, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 12, 2005). Includes bibliographical references.

The purposes of this study were to determine, based on the perceptions of teachers and principals, during the first year of operation in new elementary schools: (1) the extent of change in organizational climate, (2) the extent of change in principal leadership behavior, (3) the difference between teachers' and principals' perceptions of climate and principal leadership behavior, and (4) the relationship between the openness factor of climate and the principal leadership behavior factors of consideration and structure. The major findings of the study included: 1) Both teachers' and principals' perceptions of the organizational climate in the school changed during the course of the school year. 2) Both teachers' and principals' perceptions of principal leadership behavior changed during the course of the school year. 3) The differences in teachers' and principals' perceptions of climate and principal leadership behavior as measured by the openness score of the OCDQ and the two dimension scores of the SBD were not statistically significant. 4) For the scores for the total group of subjects, the calculated correlation coefficients for the relationship between openness and consideration were all positive.

The purpose of this study was to (1) report changes in elementary teachers' and principals' perceptions of organizational climate as climate was perceived by (a) elementary teachers in individual schools, (b) elementary teachers as a total group, (c) elementary principals in individual schools, and (d) elementary principals as a total group. The subjects in the study included 13 elementary principals and 247 elementary teachers. Each principal had a least two years tenure in the elementary school. The Organizational Climate Description Questionnaire (OCDQ) was administered at the beginning of the school year, at midyear, and at the end of the school year.

This study is an evaluatioon of Zavala Elementary School in Austin, Texas in order to determine administration strengths and weaknesses.

The aim of the study was to investigate the current management of educational change in Tanzania, with specific reference to the Primary Educational Development Plan (PEDP) and relate it to the roles of different stakeholders in education reform in order to determine factors that underlie its success or failure. The problem was investigated by means of a literature survey and an empirical inquiry. The literature survey revealed that educational change management is a social phenomenon whose process is considered overlapping. Implementation of educational change requires knowledge and understanding of the change objectives and the roles necessary to sustain the change. This process requires a shared vision among the educational stakeholders. A qualitative inquiry using in-depth individual and focus group interviews was conducted to explore the experiences of people affected by the implementation of the PEDP in Tanzania. The sample was purposefully chosen and reflected a number of stakeholders on various levels. The empirical study revealed factors outside the country that influence the management of educational change. These include a change in global focus and donors’ influence. The implementation of educational change in Tanzania has also depended largely on an understanding of directives and guidelines provided by the headquarters. The achievements that have been made are mainly quantitative and unlikely to be sustained. A lack of motivation among teachers has resulted in their passive participation in the reform. The top-down management of the reform has also adversely affected the sustainability of the reform. The PEDP was intended to have grassroots participation with broad involvement of stakeholders in outcomes. However, PEDP has been top-down, removed from local context. The study concluded that the implementation of reform was done without clear direction and scope. Thus, the sustainability of the reform is uncertain. Following the findings, the study recommends a constant dialogue using interpersonal communication with stakeholders on the purposes, strategies and practical working environment of the reform. The study also recommends change agents operating at district and school levels and the provision of clear roles and functions to specific stakeholders. / Educational Studies / D. Ed. (Educational Management)

This study describes the research that was carried out at a boys-only primary school in the Pinetown District of Kwazulu-Natal. The study was conducted with the purpose of investigating the management duties undertaken by the principal regarding time, staff and curriculum. In order to achieve the aim of this study the main research question was formulated, that is: How does the principal of X primary boys-only school manage the administrative and instructional programme in the process of executing his duties? Chapter One orientates the reader regarding the purpose, research problem, motivation and design of the study. Chapter Two provides the theoretical framework in terms of the types of school management models with particular focus on the democratic management model and the systems theory. Qualitative research in the form of in-depth interviews and participant observation was undertaken in an attempt to answer the research question. Interviews were conducted with the school principal and four educators. Chapter Four presents the findings of the study which highlight the role of the principal in managing the aspects of the school while he delegates the various areas of management to the members of staff. The findings further reveal the principal’s involvement in all the processes from inception to end. Chapter Five concludes the study summatively. The chapter includes a brief account of what the study covered, assumptions made in the theoretical framework, and draws important conclusions and makes relevant recommendations about the management duties of the school principal. / Educational Studies / M.Ed. (Education Management)

This study explores the influence of teacher unions on the formulation and implementation of the Integrated Quality Management System (IQMS) in the Johannesburg Central District. The involvement of unions in the signing of Collective Agreement Number 8 of 2003 and the failure of unions to fully support implementation at school level is a challenge. Unions are part of the bargaining council in the Education and Labour Relations Council as they are also part of the policy formulation process. The constitutional duty that teachers need to align themselves with is to provide quality education that will allow learners fair and better opportunities of succeeding. The use of IQMS as a quality measurement system is of outmost importance to stabilise the education environment and to benefit the nation. Unions therefore have a statutory obligation not only to their constituencies but also to their clients, the teachers. The study was qualitative and exploratory in nature, based on grounded and social constructivism theory. It was conducted in the Johannesburg Central region that forms part of the Gauteng Education Department. The sample consisted of groups of five union representatives, two Gauteng Department of Education officials and 35 school-based unionised teachers. The researcher used observation, one on one interview as well as focus group interviews to collect data. The unions involved in the study were the Suid Afrikaanse Onderwyseris Unie the National Professional Teachers’ Organisation of South Africa and the South African Democratic Teachers’ Organisation .Findings showed a deficiency in processes such as advocacy, training and funding which are the main determinants of policy implementation. The unions were of the opinion that regardless of their role in the ELRC which some viewed as rubberstamping; their influence was not of much significance during the formulation of policies. They suggested a more rigorous and intense route that could give them the mandate to be hands on during the formulation of policies. They also reported that they needed qualified and competent people to spearhead training so as to ensure a better understanding by all stakeholders during the effective implementation of IQMS. / Educational Leadership and Management / D. Ed. (Education Management)