Distributed leadership has gained currency among researchers and practitioners of educational leadership. Notwithstanding its increasing popularity, there is relatively little empirical evidence about what leadership roles, or to what extent, principals actually distribute their leadership. Evidence that links distributed leadership to improved school achievement remains far from confirmatory. Consequently, many scholars have called for more large scale empirical studies in this area. / Furthermore, the study attempts to relate the extent of leadership distribution to improvements in five areas of organizational outcomes, namely leadership capacity, teachers' capacity, school collegial culture, principals' job satisfaction and student learning outcomes. By means of multiple linear regressions, the positive effects of distributed leadership on each of these five organizational outcomes were verified and confirmed. / However, positive effects of distributed leadership can be achieved when some internal necessary conditions for effective distributed leadership, including leadership expertise of senior staff, coordination of leadership, and the atmosphere of mutual trust exist in an organization. In this study, the intervening effects of these necessary conditions on outcomes of distributed leadership are also scrutinized. Using linear regression with dummy variables, Coordination of Leadership was found to be the most significant intervening variable. Schools where leadership is more highly coordinated displayed greater effects of distributed leadership on all the five areas of organizational outcome. Leadership Expertise and Mutual Trust were found to have significant intervening effects on four areas and three areas of organizational outcome respectively. / To address the paucity of empirical knowledge about distributed leadership, this study aims to provide empirical evidence of distributed leadership by studying the scope and pattern of the distribution of leadership tasks by 220 Hong Kong secondary principals in seven leadership dimensions previously validated in Hong Kong. It was found that Hong Kong principals distribute leadership tasks most in the dimension Teaching, Learning and Curriculum and least in the dimension Leader and Teacher Growth and Development. / Leung, Kam Bor. / Adviser: Allan Walker. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1864. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 240-263). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

by Chan Yau Chi. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 124-135). / CONTENT OF FIGURES --- p.iii / CONTENT OF TABLES --- p.iv / ACKNOWLEDGMENTS --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER I. --- INTRODUCTION / Chapter 1.1 --- BACKGROUND --- p.1 / Chapter 1.2 --- RESEARCH QUESTIONS --- p.7 / Chapter 1.3 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER II. --- REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK / Chapter 2.1 --- CONCEPT OF INSTRUCTIONAL LEADERSHIP --- p.10 / Definition of instructional leadership --- p.11 / Models of instructional leadership --- p.12 / Comparison of general leadership models and instructional leadership models --- p.29 / Factors affecting or antecedents to instructional leadership --- p.38 / Chapter 2.2 --- INSTRUCTIONAL LEADERSHIP AND ITS INDIRECT OUTCOME --- STUDENT ACHIEVEMENT --- p.43 / Chapter 2.3 --- DIRECT OUTCOMES OF INSTRUCTIONAL LEADERSHIP --- p.45 / Chapter 2.4 --- CONCEPTION OF THE STUDY --- p.51 / Chapter CHAPTER III. --- RESEARCH METHODOLOGY / Chapter 3.1 --- DEFINITIONS --- p.58 / Chapter 3.2 --- NATURE OF THE STUDY --- p.61 / Chapter 3.3 --- UNIT OF ANALYSIS --- p.62 / Chapter 3.4 --- INSTRUMENTS --- p.62 / Chapter 3.5 --- SAMPLING --- p.68 / Chapter 3.6 --- ANALYSIS DESIGN --- p.70 / Chapter 3.7 --- LIMITATIONS --- p.71 / Chapter CHAPTER IV. --- RESULTS AND DISCUSSION / Chapter 4.1 --- GENERAL INFORMATION OF THE SAMPLE --- p.75 / Chapter 4.2 --- FINDINGS RELATED TO RESEARCH QUESTION 1 --- p.78 / Chapter 4.3 --- FINDINGS RELATED TO RESEARCH QUESTION 2 --- p.83 / Relation of principal experience to instructional leadership --- p.85 / Relation of parental support to instructional leadership --- p.87 / Relation of academic quality of student input to instructional leadership --- p.92 / Relation of other contextual variables to instructional leadership --- p.96 / Summary --- p.97 / Chapter 4.4 --- FINDINGS RELATED TO RESEARCH QUESTION 3 --- p.97 / Mean scores of teachers' affective and attitudinal outcomes --- p.98 / Correlational relationship between teachers' affective and attitudinal outcomes --- p.99 / Relation of teachers' outcomes to instructional leadership --- p.101 / Relation of teachers' outcomes and contextual variables to instructional leadership --- p.104 / Intercorrelation between the instructional leadership functions --- p.108 / Chapter 4.5 --- FINDINGS RELATED TO RESEARCH QUESTION 4 --- p.110 / Chapter CHAPTER V. --- CONCLUSIONS AND IMPLICATIONS --- p.117 / BIBLIOGRAPHY --- p.124 / APPENDIX A --- p.136 / APPENDIX B --- p.138

by Li Pak Hung. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 115-125.

The research has implications for the knowledge base of the beginning principalship. It points to the complexity and fluidity of beginning principals' leadership roles as well as the importance of their inner worlds, of people in school management, of implementation strategies for curriculum reform and of the school context. It also brings into focus the inter-relationships among the variables affecting the beginning principalship, the significance of the typology, and the implications of the rudimentary theory of adaptive role-playing. The research findings also have substantial implications for principal preparation. Leadership skills and personal qualities need to be enhanced to equip beginning principals for the complex reform context within which they must operate. The empowerment of beginning principals calls for curriculum leadership skills, strategies to handle dilemmas and paradoxes and ways to develop emotional intelligence and competence. The research also provides suggestions for School Sponsoring Bodies and policy-makers on how to make principal recruitment and training more relevant and effective. (Abstract shortened by UMI.) / The research yielded five major categories that were related to the beginning principals, namely, preferred leadership orientations, strength of heart, managing people, approach to curriculum reform, and contextual influences. These categories were inter-related in that they interacted with one another to affect how the beginning principals played their new roles. Role-playing included the processes of role adoption, role enactment and role changes. Beginning principals in the study went through these processes in different fashions, but they sometimes shared similarities in their perceptions and behaviors. These differences and commonalities led to the categorization of the principals into four types, namely the shaper-founder, the shaper-changer, the moderator-tinkerer and the inheritor-maintainer. The four types constitute the typology established by the research. It was also found that the typology was not static; there were shifts within it as a consequence of role change adopted by the beginning principals. The findings point to a tentative concept of adaptive role-playing within the phenomenon of the beginning principalship, which requires further investigation to establish its validity. / This study investigates how beginning principals in Hong Kong secondary schools managed the first two years of their principalship during a time of substantial educational reform. Given that this area is under-researched in Hong Kong, the study intends to add to the leadership knowledge base and inform principal preparation. / Cheung Man Biu. / "September 2004." / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0038. / Supervisor: Allan Walker. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 350-366). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: A qualitative study of beginning principals in Hong Kong secondary schools operating within an educational reform environment (China) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

D.Ed. / Although the mandated change processes were intended to, among other things, improve the work performance of educators, they have, however, experienced a number of obstacles which are briefly discussed. Lack of participation by educators in the introduction and implementation of the change processes lead to resistance by some educators and this had a negative impact on their work performance. Lack of physical resources such as water, telephone lines, the interne and classrooms lead to overcrowded classes. Effective management of mandate change was hampered by the defiance of authority by some educators, who prevented circuit managers and subject advisors from visiting schools for purposes of professional development and guidance in terms of mandated change processes such as developmental appraisal. This had a negative impact on the work performance of educators. Educators had low levels of morale and motivation and this manifested itself in educators' high levels of absenteeism, lack of commitment and preparation. The Department of Education's lack of capacity to manage financial and human resources hampered effective management of the mandated change processes. Lack of coordination between the national department of education and provincial education departments resulted in lack of information needed by educators to implement the mandated change processes such as rationalization and redeployment of educators and curriculum 2005 and this had a negative impact on educators' work performance. This research employed the quantitative research approach to investigate the influence of effective management of change on the work performance of educators in the Limpopo province. Data was collected by means of a questionnaire which was distributed among the 274 total number of principals in the district. These schools wrote the 2005 senior certificate examination. 78.5% of questionnaires were returned. The completed questionnaires were processed by a computer programme (SPSS), after which research data was analysed and the following were the most important findings: There was a statistically significant association between the mandated change processes, IQMS, OBE, CASS, training and development and the quality of teaching as a work performance indicator. 88.5% of the respondents believed that IQMS had a significant influence on the current level of cooperation (which is high) to a large extent. More courses/workshops/seminars attended on the management of change processes had a positive influence not only on the ability of educators to manage the change processes but also on their motivation levels. However, the number of courses/workshops/seminars attended on the management of change had no influence on the rationalization and redeployment of educators. Mandated change processes are accompanied by reactions such as anxiety, fear, low morale and motivation which had a negative impact on the work performance of educators. The research results showed that educators should receive more intrinsic motivation. The necessary financial resources should be mobilized to ensure that there is adequate infrastructure and training for effective implementation of mandated change processes. Educators should participate in all phases of mandated change processes. Principals and other senior departmental officials should be made aware that effective implementation of the change processes do not take place overnight but need more time.

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

Thesis (M. Ed.) Humanities)) -- Central University of Technology, Free state, 2013 / In this study, the researcher used literature review and empirical investigation to: * establish management styles that are adopted in both effective and ineffective secondary schools; * examine the main causes of secondary schools’ ineffectiveness; and * determine and recommend guidelines for the effective implementation of participative management styles in ineffective secondary schools. The research method consisted of an investigation in which a sample of two hundred educators in Lejweleputswa district in the Free State was involved. In order to determine the effective ways of managing ineffective secondary schools, each respondent completed a questionnaire. The empirical research was undertaken to gather information that could provide answers to the following research questions: * What management styles are adopted in both effective and ineffective secondary schools? * What are the main causes of ineffectiveness in secondary schools? * In what way can participative management styles change the status of ineffective secondary schools? The literature survey conducted by the researcher showed that leadership styles that are used as a measure for the effective management of secondary schools are effective. Effective management is developed and enhanced with the use of various leadership styles. The empirical investigation shows that: * educational activities presented are learner-centred * learner development is promoted through a well-designed academic programme * learner performance is regularly monitored * schools show appreciation for learners’ effort and success * learning environments are learner-friendly * educators are involved in decisions that have an effect on their employment * educators work together as co-workers to improve on their teaching practices * educators are provided with opportunities to upgrade their teaching skills * school management teams (SMT) delegate authority to their subordinates * educators turn teaching and learning into challenges that promote creative problem-solving skills * educators work effectively with parents and the community * educators do not work in isolation * there is no lack of social interaction among educators * educators do not find it difficult to control classroom events The researcher provided recommendations for the above findings. The recommendations were highlighted in chapter five. These recommendations proved to promote effective ways of managing ineffective secondary schools.

Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools. / Educational Studies / D.Ed. (Educational Management)

Qualitative research methods were used in this study because interpretive, naturalistic focus helps to explore and understand the meaning of the improvement process that school leaders bring about. Instrumental case study has adopted to answer my research questions. Two middle schools were chosen as case schools. They participated in a school improvement project initiated by the Beijing Municipal Commission of Education. These two case schools were selected from five participated schools in the pilot study. In terms of data collection, interview, participative observation and document analysis were used to collect data. / The purpose of this study is to examine how school leadership facilitates school improvement in middle schools in China. The research addresses the following two main questions: (1) How does school leadership facilitate school improvement? (2) Why do the practices school leaders demonstrate lead to different results? / The study reveals that there is no one-fits-all strategy for schools when they implement the school improvement. Rather, school leadership should develop their own plans for school improvement, and the strategies need to be context-specific. Other important findings also emerge from this study: first, school leadership refers to a leader team. The team has an important role in school improvement; second, school leadership team builds their own capacity in the process of school improvement; third, there are five dimensions of capacity should be considered in school improvement; finally, the development of school-based curriculum is an effective way to building capacity for school improvement. / 梁歆. / Adviser: Hin Wah Wong. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1865. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 392-408). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Liang Xin.

Law Yi-Shu Louise. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (p. 390-403). / 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.