In this study the problem concerning the contingency approach to the managerial tasks of the Black high school principal was investigated by means of literature study, interviews and observations. As a result the problems and challenges facing the Black principal were identified. The managerial tasks of the principal in the South Africa of the l 990's were identified and defined. It became clear that these tasks are performed under changing situational contingencies. The contingency approach, its basis, what it entails and its importance in the RSA of today was described. When the contingency approach was related to the managerial tasks, it became clear that under one set of circumstances one type of leadership style is effective. Interviews and observations were conducted in certain schools and with certain principals. Research findings revealed that the Black high school principal should be flexible in the face of many contingencies facing him. / Educational Leadership and Management / M. Ed. (Educational Management)

M. Ed. (Educational Management) / Please refer to full text to view abstract

The problem with which this study is concerned is to determine the attitudes of teachers toward female public school administrators in the province of Phisanulok, Thailand. The purposes of this study are (a) to identify the attitudes of public school teachers on the elementary and secondary levels toward women in administrative positions; (b) to identify whether or not there are significant differences between the attitudes of men teachers toward women in public school administrative positions and the attitudes of women teachers toward women in public school administrative positions according to age, level of education, years of experience, marital status, and previous experience working for a woman administrator; and (c) to identify whether or not there are significant differences between the attitudes of elementary school teachers toward women in public school administrative positions and the attitudes of secondary school teachers toward women in public school administrative positions according to age, level of education, years of experience, marital status, and previous experience working for a woman administrator.

M.Ed. (Educational Management) / Women and authority therefore form the central theme of this research. The problematic nature of authority as experienced by female principals has led to the researcher addressing this issue and thereby establish guidelines to improve this problem. The value and uniqueness of this study lies in the empirical investigation which will use focus group interviews to identify the essential characteristics of the female principal's authority as experienced by her colleagues. 2 In the ensuing paragraphs, a concise statement of the research problem is given, facilitating the formulation of two queries, which in turn, underscore the specification of the central and specific aims of this research. Further explication of the research design follows, with reference to the nature of the literature and empirical studies conducted and finally to the sequence of this project.

M.Ed. (Educational Management) / The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.

D.Ed. (Educational Management) / Please refer to full text to view abstract

This study examined the professional networking of North and West Texas public school superintendents. It looked at how these superintendents professionally network, use professional organizations in networking, and how they extend opportunities beyond the organizations to gain knowledge and information about their demanding and stressful responsibilities. Lastly, it looked at superintendents in the field on whom others rely for knowledge and understanding. Surveys were mailed out to 443 North and West Texas public schools. Only the superintendents from those districts were asked to complete the survey. This limitation was desired to restrict the population to only the superintendents of schools, thus focusing the study on the professional networking of only superintendents. Three hundred sixty (360) superintendents responded to the survey, a return rate of 81.3%. This research concluded that superintendents professionally network by communicating through monthly meetings, organizational conferences or meetings, or email. Their networks are facilitated through communication, contacts, location, longevity, and organizational associations. These organizations provide the superintendent's primary network contact. The number of contacts in a network is usually a small group of 5 to 9 professionals who are known from longevity in the profession, prior educational positions, similar district size, being located in or near a city, and other geographic neighbors.

Researchers in the field of educational administration have given little attention to the role of the associate principal. The research reported in this dissertation sought to fill that void through a close examination of the roles of the associate principals on two campuses in two different school districts. In addition to illustrating the role of the associate principal, the research examines how experience as an associate principal influences the careers of educational administrators. Data were collected primarily by means of semi-structured interviews with principals and district administrators as well as the associate principals themselves to provide multiple perspectives. Data were summarized in detailed interview logs, coded to discover the themes that were characteristic of each case, then analyzed to identify the patterns within and across the cases. The interviews were also analyzed as narratives reflecting on how experience as an associate principal can shape an educational administrator's career. The interview data were supplemented with documents relating to the associate principals, their campuses, and their districts. The results suggest that the associate principal position is a crucial step on the career ladder to a secondary principalship. Assistant principals with knowledge and skills in curriculum, instruction, and assessment are more likely to be selected as associates, and associates are more likely to be selected for principalships. The results also indicate that instructional leadership for associate principals in Texas focuses primarily on improving students' performance on the Texas Assessment of Knowledge and Skills and on increasing participation in and performance on other standardized tests, in particular Advanced Placement, SAT (formerly the Scholastic Aptitude Test), ACT (formerly American College Testing), and the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test).

The purpose of this study was to examine the relationship between principal preparation programs in Texas and professional leadership practices and responsibilities based on Mid-continent Research for Educational and Learning's (McREL) 21 leadership responsibilities. The study also examined the relationship between Texas principal preparation programs and Knowles's principles of adult learning. Through an online survey, the study solicited practicing principals' perceptions as to whether McREL's 21 leadership responsibilities and Knowles's principles of adult learning were included in their principal preparation programs. Quantitative findings indicated there were no significant differences between principals' perceptions of their principal preparation programs and the university/certification program in which they obtained their principal certification. Additionally, there were no significant differences between principals' perceptions of their programs and the year their principal certification was completed. There were also no significant differences between principals' perceptions of their programs and the geographic location of the school district in which they were presently employed. However, the study found there were significant differences in two areas of leadership responsibilities when comparisons were generated between principals who were fully certified before assuming the role of principal and those who were not fully certified: 1) ideas/beliefs and 2) optimizer. Principals who had not completed their certification program scored the two areas higher than those who had. The study also utilized qualitative methodology through in-depth interviews with principal program coordinators and practicing principals. Program coordinators and principals revealed leadership responsibilities of "communication," "culture," and "visibility" as areas of emphasis and importance in their programs. The need for more emphasis in the area of "discipline" was communicated mutually by program coordinators and principals. Principals stated areas of "knowledge of curriculum, instruction, and assessment" and "resources" as leadership responsibilities needing more emphasis. Both program coordinators and principals concurred principal preparation programs should have more emphasis and importance placed upon Knowles's principles of adult learning.

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