Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 133-152)

Many principals are appointed into this position of authority in schools without having undertaken any course of study, either formal or informal, in the area of educational administration nor having had any prior experience in an administrative role. This thesis presents a number of studies and reviews a range of literature which reach a conclusion that highlights the paramount importance of the principal in relation to the effective operation of the school. The paper discusses the increasing conflicts and dilemmas facing the principal in leading the school community. Because of the importance of the principal's role and the increased pressures upon the person holding that position, this study agrees that administrative training is necessary and increasingly so. It goes on to deveolop a basic training course for principals and for those potential administrators who aspire to that position. In developing this proposed course, this thesis examines the principal in terms of his general description that is age, sex, experience, the nature of his selection and appointment and the roles undertaken by principals in general. A review is undertaken of the professional development of principals in Australia with particular reference to a Queensland and to a South Australian programme. The Australian scene is compared to that in England and Wales and a criteria for 'good practice' is developed for such professional development courses alongside a recommended methodology for conducting such in-service activities. Criteria for the content of the course is built upon examples from the courses examined, the roles undertaken and the background from which Australian administrators emerge. The 'good practice', the methodology and the content statements are finally merged in this thesis, into a detailed description of a proposed course for school administrators.

Thesis (Ph.D.)--University of Toronto, 2002. / Includes bibliographical references (leaves 526-548).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Ann Lieberman. Dissertation Committee: A. Harry Passow. Bibliography: leaves 117-124.

Thesis (Ed. D.)--Teachers College, Columbia University, 1986. / Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Martha HcGinty Stodt. Bibliography: leaves 89-93.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Francis A. J. Ianni. Includes tables. Includes bibliographical references (leaves 171-189).

Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 129-136).

Thesis (Ed. D.)--West Virginia University, 2005 / Title from document title page. Document formatted into pages; contains x, 193 p. Vita. Includes abstract. Includes bibliographical references (p. 157-170).

Thesis (Ph.D.)--Bowling Green State University, 2009. / Document formatted into pages; contains xi, 110 p. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vii, 133 p. : map Vita. Includes abstract. Includes bibliographical references (p. 106-119).