M.Ed. / Organisations have existed throughout history. Such an organisation is the school. Up to date scientists have studied various aspects of the school as an organisation. Since schools are complex in their tasks and procedures,it has become imperative that the school management leader, the principal should also receive professional training in management. The main aim of the relevant research is to relate and apply existing managerial theories on organisations to the school. The first aspect on which the research concentrates is a general discussion on establishing organisation aims and organisation policy. This research then focuses on specific aims which are noticeable in the school, as well as on policymaking in the school. Secondly, the study examines aspects of the school as ,an organisation system. It explains how the formal and informal structures and groups within the organisation come into existence, in addition to how and why they function. As a system an organisation may also reveal either an 'openness' or a 'closedness' towards the external environment. The elements which determine the complexity of the school as a system are introduced. As far as the managerial and internal character of the school is concerned it may appear to be bureaucratic on the one side of the scale or professional on the other side of the scale.The school as an organisation functions as a system consisting of various subsystems which should always be in harmony with one another. If any change should occur in one subsystem the process of homeostatis is put into action in order to restore the balance. The school is regarded as a social system in its own right but is also a subsystem of the greater social system. The research then continues to explore the various organisational functions, as well as the various elements of the organisation's structure. Four functional elements and four structural elements are identified. The two groups of elements reveal a series of possible relationships which could indicate organisational character, efficacy and productivity. The four basic organisational structures are discussed and a possible organisational structure for the school is given. The fifth chapter concentrates on various aspects which are of importance to the school's organisational environment. In this regard Idenburg (1971) has devised a scheme indicating the various social powers which exert pressure on and influence the nature of the school. This aspect of school organisation is explored fully. The following aspects of school organisation are then discussed: school climate; organisational health; organisational needs (which include individual needs); and variables in the school as an organisation. Asection dealing with organisational change and renewal or innovation follows as these elements of an organisation are inevitable. Procedures for implementing innovative change in school organisation are introduced. The final chapter consists of conclusions and recommendations in respect of school rganisation. The most important recommendations made are, inter alia: * school management leaders should receive professional training in this sphere * modernization of the administrative function in schools should receive urgent attention. Finally, the research done for this study would hopefully contribute to the science of school organisation and to the science of education management. The study is an attempt to bring together as many aspects of school organisation as possible. Due to limited space and extent of this research the following aspects of the school management environment had to be omitted: * management styles * crisis management * management by objectives * clinical management * participatory management * organisation culture * organisation conflict.

No description available.

Call number: LD2668 .T4 1929 H31

Principals believe that Intech applications are suitable for most administration tasks. They appear to be content with the amount of user documentation provided by the vendor and supplemented by the school board. The principals hold the opinion that while Intech does not threaten school administration jobs, it does not create many new jobs. Support from the governing bodies (in this case, the Quebec Ministry of Education) is limited and budgeting for Intech almost always presents a problem. / There appear to be at least two types of principals insofar as Intech use and application are concerned. The "enabling" principal provides a supportive environment to school staff for the proper use of Intech for administration purposes. The "nonenabling" principal is indifferent to Intech use in schools and actively attempts to avoid any and all contact. The study revealed the former are in a significant majority.

The major purpose of the study was to develop simulation materials uniquely designed for use in preparation programs for secondary school administrators in Indiana. The procedures used in the study included the following: (1) development of a conceptual framework for guiding the construction of simulation materials, (2) development of background materials describing the simulated school system, (3) development of selected administrative problems for use with the simulated school system, (4) development of a format and a procedural guide for use of the simulation materials in a class in secondary school administration, (5) use of the simulated materials and selected administrative problems in a pre-service secondary school administration class, (6) preparation of an evaluation instrument to secure student evaluations of simulation materials and techniques, (7) administration of the evaluation instrument, (8) analysis, tabulation, and presentation of the data obtained through administration of the evaluation instrument, (9) presentation of the findings, conclusions, and recommendations for further study, and (10) presentation of the simulation materials, decision analysis form, and questionnaire used in the study. Student evaluations pertained to the following aspects of student perceptions of the simulation materials and utilization procedures developed as a part of the study: (1) the "reality" of the simulation experiences, (2) the orientation value of the in-basket problems, (3) the value of the simulation materials for creating an understanding of the need for additional professional preparation, (4) the orientation value of the background materials, (5) the value of the simulation activities, (6) the relative value of simulation as a teaching technique, (7) the most-valued and the least-valued in-basket problems, (8) the adequacy of time allocations, (9) suggestions for improvement of the simulation materials and activities, (10) suggestions for additional uses of simulation materials, and (11) the most-liked and the most-disliked aspects of the simulation experiences. Conclusions were based upon the findings of the study, on the literature and research reviewed as a part of the study, and on the experiences of the writer in designing and testing the simulation materials developed as a part of the study. 1. The simulated in-basket problems have potential value for orienting pre-service secondary school administrators to current problems of practicing secondary school administrators in the State of Indiana. 2. The simulation materials have limited potential value for creating an understanding of the need for additional professional preparation prior to assuming the secondary school principalship. 3. Utilization of the background materials as reference sources for the in-basket problems has potential value for orienting students to the contents of legal, procedural, and regulatory reference materials commonly used by practicing secondary school administrators in Indiana. 4. Both pre-service and in-service educational administrators enthusiastically support the use of stimulation materials as an instructional device. Students using simulation materials readily become involved in simulation activities and do perceive such activities as being of considerable instructional value. 5. Educational administration students do perceive simulated administrative problems as representing authentic problems of practicing school administrators. 6. Individual and group problem-solving simulation activities do induce educational administration students to develop alternative strategies for problem solutions. 7. Simulation materials and utilization procedures representing authentic educational administration problems, which will be perceived as moderately realistic administrative experiences by students using such materials, can be inexpensively developed and tested. Recommendations for further study were based upon the findings of the study, upon the literature and research reviewed as a part of the study, and upon the experiences of the writer in designing and testing the simulation materials. 1. The simulation materials developed as a part of the study should be used with other pre-service secondary school administration students in other institutions of higher learning in Indiana for the purpose of validating or rejecting the findings of the study. 2. Studies should be initiated for the purpose of comparing performance of simulated administrative tasks with on-the-job administrative performance. 3. The feasibility of presenting the simulated administrative problems developed as a part of the study through media other than the in-basket medium should be investigated.

No description available.

This study focused on leadership and its correlates. Theory and research both point to the centrality of the principal's leadership role in school effectiveness. Yet, few studies of school leadership actually examine relationships among leadership variables. This study examined, from the perspective of high school teachers, three leadership correlates: principal vision, environmental robustness and teacher autonomy. Principal vision was conceptualized as the capacity of the principal to see the difference between what is and what might be, thus enabling others to accept and act on the possibilities of what might be. Environmental robustness was defined as the perceived dramatic content of the school structure. Teacher autonomy was referred to as the extent to which teachers perceived they were able to maintain professional discretion and independence in their classrooms. It is believed that these variables do not stand alone but are interwoven in the leadership discussion. Principal vision is only as powerful a concept as the context in which it is shared (environmental robustness) and the receptivity and willingness to respond to it by the followers (teacher sense of autonomy). This study examined the collective perspective that high school teachers have regarding these three variables. Data were collected from 1338 high school teachers in 34 public high schools in Oregon. The school was the statistical unit of analysis. Mean scores were calculated for each of the three variables and subscales within each variable. Data were statistically analyzed using the Pearson product moment correlation and ANOVA. The study hypothesized a significant positive relationship between principal vision and environmental robustness; principal vision and teacher autonomy; environmental robustness and teacher autonomy. Using the Pearson product moment correlation as the statistical test, positive relationships were observed for all three of the hypotheses. The strongest of the relationships was found between principal vision and environmental robustness. Although not as strong, a significant positive relationship was also found between environmental robustness and teacher autonomy. While principal vision and teacher autonomy demonstrated the weakest correlation, there were several significant relationships among the vision and autonomy subscales. This study found stronger correlations among the three variables at the high school than were found in an earlier study at the elementary level and explores reasons for those differences. This study also investigated relationships among the theoretical variables and several contextual variables including demographic and school improvement indicators. After data were collected and analyzed, several principals of participating schools were interviewed regarding visionary attributes of their leadership roles in their schools. These interviews provided a broader perspective in understanding and interpreting the findings. This study concluded by considering implications of the relationships among these three variables and their impact in creating and sustaining effective instructional leadership. Of significant interest were the implications for the hiring processes for high school principals.

M.Ed. (Educational Management) / The teaching profession currently finds itself in a period of rapid changes and progress. This is particularly applicable to the management style and ingenuity required of educational leaders. It will therefore be incumbent upon the Head of Department: Afrikaans to keep up with latest development in management to provide quality teaching and learning. If teachers are to reach their optimum potential as educators, the Head of Department: Afrikaans must display the highest standard of supportive leadership. Analysis of the leadership task of the Head of Department: Afrikaans indicates that the modern view on leadership focuses on the potential to be found in the members of the Afrikaans Department. If the Head of Department: Afrikaans identifies himself with this viewpoint and if he applies his acquired leadership skills to this end, he will succeed in influencing his staff members to the extent that this positive motivation becomes manifested in those staff members who manage to sustain a high level of dedication in their work situation without constant monitoring. It is also imperative for the Head of Department: Afrikaans to become aware of the most effective leadership principles in both theory and practice. The leader that strives to create an open work climate, will receive the benefits of total participation as well as improved interpersonal relationships between himself and his staff members in the department. Apart from the climate that needs to be open and easy, it is also important that the leader should consider the specific situation in which they interact as a work group as a determining factor in the choice, and practice, of leadership styles. The congruency leadership model of Nicholls proves exceptionally appropriate in this regard. Another responsibility of the Head of Department: Afrikaans will be to attain a high degree of functional efficiency within his department. In this regard it will also be necessary for him to be proficient in an appropriate leadership style. The Principal of the school needs to delegate some leadership responsibility to the Head of Department: Afrikaans to the extent that he will fulfill a supportive role. Formal, standardised supervision should make way for a more fluent, ennobling way of supervision. In the light of the aforegoing statement, the real value of clinical supervision as the primary leadership role of the DSA rests upon his ability to facilitate the professional development of staff members and to improve their teaching skills.

In the 8-4 plan there was departmentalized instruction in the high school grades. When the junior high school was organized, it followed the same pattern. The departmental system is predominant in the junior high schools today, but non-departmentalization has become the practice in many of them. Current practices range from complete departmentalization to complete non-departmentalization. The writer's observations and current literature indicate a trend in the direction of non-departmentalized instruction. / Typescript. / "July, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaf [30]).

The problem of this study is to determine a sound procedure for conducting and providing supervision in small secondary schools.