The aim of this study was to explore views of the township high school principals regarding their approaches to teacher absenteeism management, with the objective of formulating an integrated strategic management model, which can be used to manage teacher absenteeism. To realise this goal, the following actions were undertaken: A literature study was conducted to uncover the absenteeism curbing strategies that will assist the school principals to deal with teacher absenteeism. A literature study was also conducted to determine the scope and the nature of teacher absenteeism as well as the legal framework that governs the management of absenteeism. A documental analysis of the policies, as provided by the Department of Education, was conducted to determine exactly what they entail regarding absenteeism management. The forces driving absenteeism and the variables involved in those forces, as well as elements making up those variables were identified and their influences were investigated. Hence, a theoretical framework consisting of these causal variables was developed to focus on the management of teacher absenteeism. As a result of this theoretical framework, an instrument in the form of a questionnaire was designed to determine the principals’ approach to teacher absenteeism as well as their consistency with the model. The survey was conducted in the township high schools in the Port Elizabeth District of Education. The findings from the empirical research indicated a strong agreement amongst the respondents, with the prevalence of unauthorised teacher absences, factors influencing absenteeism, teacher absenteeism management strategies as well as compliance with the teacher absenteeism management programme/plan.

M.Ed. (Educational Management) / Contented, motivated and well-trained subject teachers are a basic requirement for the effective functioning of the Department of Economic Sciences. Within this department the quality of the in-service training provided by the Head of Department will be a high priority. A prerequisite for the successful accomplishment of his task as in service trainer and developer of staff members is, amongst other things, the managerial application of in-service training strategies. In this education environment, the Head of Department finds himself in a prescribed management, leadership and trainer situation. Though he has not been formally trained for this delegated task of in-service training, he is directly involved in personnel management. It is clear, however, that in most organisations in-service training and staff development do not receive the required attention from those in leadership positions. Moreover, some Heads of Department experience difficulty in practicing effective leadership and guidance because of a lack of management expertise. In order to ensure both quality teaching in his department and efficient execution of his in-service training task he has to apply managerial skills. Thus this investigation proves that the Head of Department should not only be professionally equipped, but should also possess certain managerial skills in order to be able to undertake the in-service training of his staff. Staff training further indicates the management of people, each with their own unique needs and specific capabilities. It seems that members of staff can be motivated towards better work and self-realization. It is thus imperative that the Head of Department should be informed as to the various theories regarding motivation and that he should apply the principles involved. The investigation also shows that practicing leadership is a critical factor which influences the effective execution of the staff training task. Various approaches to leadership have shown that, although the leadership style may be situation bound, it is the democratic style which creates an open, supportive school climate.

published_or_final_version / Education / Master / Master of Education

鄭漢龍. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 118-121). / Zheng Hanlong. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 表格目次 --- p.(vii) / 摘要 --- p.(x) / Chapter 第一章 --- 引言 --- p.1 / Chapter （甲） --- 問題陳述 --- p.3 / Chapter （乙） --- 有關文獻之探討 --- p.6 / Chapter （丙） --- 研究動機 --- p.31 / Chapter 第二章 --- 研究方法與步驟 --- p.44 / Chapter （甲） --- 抽樣 --- p.44 / Chapter （乙） --- 研究工具 --- p.46 / Chapter （丙） --- 資料蒐集及分析　 --- p.49 / Chapter 第三章 --- 研究結果與討論 --- p.55 / Chapter （甲） --- 結果 --- p.55 / Chapter （乙） --- 討論 --- p.77 / Chapter 第四章 --- 結論 --- p.104 / 註釋 --- p.111 / 參考書目 --- p.118 / Chapter 附錄一 --- 問卷 --- p.122 / Chapter 二 --- 初中評核試試場主任與編監考員人選關係表 --- p.136 / Chapter 三 --- 香港中學會考試場主任與編初中評核試監考員人選關係表 --- p.136 / Chapter 四 --- 香港中學會考試場主任與編監考員人選關係表 --- p.137 / Chapter 五 --- 香港中學會考試場主任與編香港高等程度考試監考員人選關係表 --- p.137 / Chapter 六 --- 香港中學會考試場主任與編香港高教程度考試監考員人選關係表 --- p.138 / Chapter 七 --- 香港高等程度考試試場主任與編監考人選關係表 --- p.138

by Chu Fu Yau. / Thesis (M.A.)--Chinese University of Hong Kong, 1981. / Bibliography: leaves 57-62.

by Chu Choi-Ling, Rossetti. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 53-55). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / Chapter / Chapter I. --- BACKGROUND --- p.1 / Introduction --- p.1 / The Legislative Framework --- p.4 / The School Organisation --- p.1 / The Teaching Profession --- p.8 / Purpose of the Study --- p.11 / Chapter II. --- LITERATURE REVIEW --- p.13 / Introduction --- p.13 / MTD Researches --- p.15 / SMI Research --- p.18 / Chapter III. --- METHODOLOGY --- p.19 / Target Respondents --- p.19 / Sampling Method --- p.20 / Survey Design --- p.20 / Chapter IV. --- RESULTS AND DATA ANALYSIS --- p.22 / Introduction --- p.22 / Analysis of the Results: The Schools --- p.23 / Analysis of the Results: The Administrators --- p.32 / Other Findings --- p.43 / Chapter V. --- CONCLUSIONS --- p.46 / Introduction --- p.46 / Major Findings --- p.46 / Suggested MTD Curriculum --- p.48 / Whose responsibility is it? --- p.50 / Recommendations --- p.51 / Research Implications --- p.52 / BIBLIOGRAPHY --- p.53 / APPENDICES --- p.56

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The problem of this study is to determine if school climate perceptions are stable among the departmental subgroups of the high school. In addition, the study seeks to determine if the subject area of the department or patterns of leadership behavior of the department head (as perceived by teachers in the department) have a significant relationship to how teachers within a department perceive the climate of their school.

The purpose of this study was to describe the current status of computer usage for administrative purposes by the senior high school principals in the public schools of the Commonwealth of Virginia. The rationale for selecting the principal was that the administrative leader in the high school must be prepared for the computer revolution and ready to utilize the computer in school management. Questionnaires were sent to each of the 290 senior high school principals in Virginia. Of the 238 principals responding, 216 were using computers for administrative purposes. Approximately one-third of the senior high school principals responding to the matter of time saving by use of computers stated that such usage had freed them from routine paperwork. The amount of time that had been saved and thus available for reallocation ranged from one hour to forty hours per week. The most frequently reported estimate of time saved was approximately five hours. Principals further reported that their freed time was being devoted to a wide variety of acts that, in the main, may be characterized by classroom observation and instructional improvement tasks. However, nearly one-half the principals reported that the chief effect of computer usage had been an improvement in the quality and accuracy of their work. / Ed. D.

Thesis (M. Ed. (Education Management)) - Central University of Technology, Free State, 2013 / The study focuses on the challenges facing principals of high-poverty schools in the Lejweleputswa Education District in the Free State. This study moreover deals with the strategies employed by principals of high-poverty school in addressing these challenges. It further profiles the leadership qualities as exhibited by the principals of high-performing, high-poverty schools. An in-depth literature review which covered typical problems faced by such schools and the leadership styles generally employed when managing them, was conducted. An empirical investigation using a qualitative research design was conducted and data was gathered through interviews with the principals and focus group discussions with teachers of the five selected schools. In the final analysis, findings and recommendations were made to officials in the Department of Education, teachers and the principals of high-poverty schools on how to confront challenges in the disadvantaged communities while at the same time moving towards maintaining academic excellence.