The purpose of this study is to deal specifically with three administrative problems which were in outstanding need of improvement in Bay County in September 1943. These problems concerned the management of textbooks, libraries, and lunchrooms. In dealing with each of these problems, a survey of the situation in September, 1943, will be presented first, then a study of accomplishments for the 1943-1944 term, and lastly tentative plans for further development and improvement. / "A Paper." / "July, 1944." / Typescript. / "Presented to the Graduate Committee of Florida State College for Women in partial fulfillment of the requirements for the Degree of Master of Arts under Plan II." / Advisor: R. L. Eyman, Professor Directing Paper. / Includes bibliographical references (leaf 50).

Children living in poverty in the United States face some of life's greatest challenges, including achieving academic success in school. Evidence is also emerging of a growing income disparity in America that affects families, communities and local labor markets in ways that can undermine the effectiveness of schools serving disadvantaged populations (Duncan & Murnane, 2011). Evidence exists, however, that high academic performance is within the reach of all children in high poverty schools, and that principal leadership is a contributing factor. This study examined principal leadership practices in three high poverty K-5 elementary schools in Oregon identified as Model schools under the Oregon ESEA waiver to No Child Left Behind. This study identified themes of leadership practices including 1) high expectations, 2) meeting children's basic needs, 3) shared leadership and teamwork, 4) use of data, and 5) personal attributes of the principal. Other themes considered important to one or more groups of respondents but not necessarily to all included 1) caring, 2) positive support, 3) addressing biases about children and families in poverty, 4) principal's elementary teaching experience, and 5) pride in the local school. As such, the findings of this study support the knowledge base in educational leadership regarding principal leadership as a factor in schools that impact the academic growth of children (Hallinger, 2005; Hallinger, Bickman, & Davis, 1996; Hallinger & Heck, 1998; Hattie, 2009; Jacobson et al., 2004; Leithwood & Jantzi, 2012; Leithwood & Louis, 2012; Leithwood et al., 2004; Lyman & Villani, 2004; Marks & Printy, 2003; and, Water, Marzano, & McNulty, 2003). This study has implications for district hiring and planning for principal succession, teacher hiring, resource allocation, community engagement, and district support for schools serving students in high-poverty communities.

This research investigated the relationship between the school principal’s instructional leadership role and the academic performance of pupils in Swaziland primary schools. A qualitative investigation was conducted using individual and focus group interviewing. This was supplemented by a study of official documents on instructional leadership at each research site and the observation of the prevailing culture of teaching and learning traits at each school. A research sample of eight school principals and forty teachers was purposefully drawn from eight well-performing primary schools in the Southern Hhohho region of Swaziland. The findings of the study confirmed that the school principal’s instructional leadership role serves as a pillar for the development and sustainment of a sound culture of teaching and learning in order to ensure that learners achieve optimally. Based on the perceptions of school principal and teacher participants, strategies were developed for effective instructional leadership so as to ensure optimal learner performance. / Educational Leadership and Management / M. Ed. (Education Management)

The under-representation of women in positions of leadership in primary schools is common in many developing countries, raising issues of equity, social justice and sustainable development. Studies on gender and leadership have revealed that a number of barriers existed for women seeking positions of educational leadership. This includes social-cultural factors, the expectations of the society, as well as women’s perceptions of themselves, and of leadership. This study was concerned with the representation of women in leadership positions in Kenya’s rural primary schools. In particular, it explored the educational leadership experiences of women working in schools in the rural areas within Kajiado County. It sought strategies to enhance the participation of women in leadership roles in rural primary schools. The data were primarily gathered by means of qualitative methods. Semi-structured interviews were conducted with fifteen female head teachers drawn from public primary schools. Unstructured observation was done during visits to the schools, and during the interviews, field-notes were taken. The women gave rich descriptions of the various aspects of their work-lives within the context of sharing the challenges and strengths experienced in their careers. Secondary data were gathered by means of research, where the researcher reviewed the existing literature on women and leadership. The data that were collected were analyzed, categorized, synthesized and interpreted. The findings were presented in rich descriptions, which also included anecdotes from the participants. The key findings revealed administrative challenges, which included the grievances of the parents, limited resources, issues with accountability, time-management and the handling of difficult teachers. Personal challenges included wavering self-confidence, problems with trying to balance work and social lives, as well as home-work conflicts. The findings revealed the participants’ inadequate preparation for their leadership roles, and society’s initial skepticism on women’s school leadership. The study also revealed women’s reluctance to take up leadership positions, as was evidenced by their reluctance in applying for the positions.The study found that the participation of women in primary school leadership positions could be enhanced by means of attractive remuneration, effective mentoring, positive role-models, programmes for the preparation for leadership, and the assurance of limited geographical movement on promotion. / Educational Studies / M. Ed. (Education Management)

This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach. The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:  What are the causes of teacher-occupational-stress?  What role can the school management teams play in managing teacher-occupational-stress? A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32). Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Management and Leadership

Literacy is a critical aspect of learning in the Foundation phase and forms an important foundation for learners’ education. Studies, however, show that many learners in Grade 3 cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3 teachers drawn from three primary schools. Three qualitative data collection instruments, namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First Additional Language as well as training of Curriculum Advisors. / Educational Management and Leadership / M. Ed. (Education Management)

Text in Afrikaans, with abstracts in Afrikaans, English and Xhosa / Dissipline in skole en leerders se uitslae het sedert 1994 baie verswak. Aanranding op opvoeders haal daagliks die nuus wat 'n swak beeld van die stand van onderwys in Suid-Afrika die wêreld instuur. Hierdie studie het die rol wat die skoolbestuurspanne kan doen om 'n effektiewe dissiplinebeleid in plek kan stel ten einde die gedrag van die leerders te verbeter, ondersoek. Die studie het bevind dat die skole dissiplinebeleide aangekoop het wat deur 'n eksterne maatskappy saamgestel is. Die opvoeders, ouers en leerders het geen aandeel in hierdie beleid nie en daarom neem hulle nie eienaarskap daarvan nie. Dit het ook aan die lig gekom dat die opvoeders verskillende metodes, sommige selfs onwettig, gebruik om leerders te straf. Hulle fokus op straf in plaas daarvan om die gedrag van die leerders te herstel. Die studie doen aanbevelings oor wat die skoolbestuurspan kan doen en gee riglyne vir die opstel van 'n effektiewe dissiplinebeleid. / The systemic test results shows that since 1994, discipline in schools and amongst learners has drastically deteriorated. Assaults on educators on a daily basis reach the news, which leaves a bad image to the world on the state of education in South Africa. This study investigates the role that school management teams can play to put an effective discipline policy in place to improve the behaviour of learners. The study found that schools have acquired policies on school discipline that were developed by an external company. Educators, learners and parents were not involved in the development thereof and for this reason they do not take ownership of it. It has come to light that educators use different methods, sometimes even unethical and illegal, to discipline learners. They focus on discipline (punitive) instead of trying to correct the behaviour of the learner (remedial). The study gives recommendations on what school management teams can do with guidelines on how to develop an effective discipline policy. / Iziphumo zibonisa ukuba ukususela ngo-1994 ukuqeqeshwa ezikolweni kwaye abafundi baye bahlaselwa kakhulu. Ukuhlaselwa kootitshala kwimihla ngemihla kufikelela kwiindaba ezishiya umfanekiso ombi kwihlabathi kwimfundo eMzantsi Afrika.Olu pho nonongo luphanda iqela lokulawula isikolo lingalidlala ukubeka umgaqo-nkqubo osebenzayo wokuphucula ukuziphatha kwabafundi. Olu pho nonongo luye lwabonisa ukuba izikolo zifumene imigaqo-nkqubo yokuqeqeshwa kwesikolo eyenziwe yinkampani yangaphandle. Ootitshala, abafundi nabazali abazange bathathe inxaxheba ekuphuhlisweni kwayo ngenxa yeso sizathu abakhange bawuthathe ubunini bayo. Kwaye kwacaca ukuba ootitshala basebenzisa iindlela ezihlukeneyo, ngamanye amaxesha nangona zingekho mthethweni, ekuqeqeshweni labafundi. Zijolise ekuqeqesheni (isigwebo) endaweni yokuzama ukulungisa ukuziphatha komfundi (ukulungiswa).Uphononongo unikeza iingcomo malunga naziphi iikomiti zolawulo lwesikolo ezinokukwenza nezikhokelo malunga nokuphuhlisa umgaqo-nkqubo osebenzayo. / Educational Management and Leadership / M. Ed. (Education Management)

published_or_final_version / Education / Master / Master of Education

xii, 149 p. A print copy of this title is available through the UO Libraries under the call numbers: KNIGHT LB2831.93.O7 M45 2008 / Principals of schools have a unique set of responsibilities that range from the transactional to the transformational. Principals are expected to set a clear vision for the school community, support teachers in their work, while at the same time being responsible for all the details that allow a school to function smoothly. Thus, the first year of a novice principalship is a complex challenge. The first year in a high performing school carries with it an added set of challenges that a novice principal must come to understand and navigate. First-year principals work to not only gain understanding of their role in the school community, but also to develop a personal leadership style that supports teachers, children, parents and the larger community. It is through their experiences and reflections that novice principals begin to develop their unique voice as a leader. These experiences lay the foundation for their coming years in the principal's office. / Committee in Charge: Dr. Diane Dunlap, Chair; Dr. Gerald Tindal; Dr. Philip McCullu;m Dr. Jean Stockard, Outside Member

This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach. The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:  What are the causes of teacher-occupational-stress?  What role can the school management teams play in managing teacher-occupational-stress? A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32). Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Leadership and Management