Thesis (D. Min.)--Bethel Seminary, St. Paul, MN, 2001. / This is an electronic reproduction of TREN, #046-0053. Includes bibliographical references (leaves 248-259).

Thesis (Ed.D.) - University of Queensland, 2006. / Includes bibliographical references.

Thesis (D. Min.)--Bethel Seminary, St. Paul, MN, 2001. / This is an electronic reproduction of TREN, #046-0053. Includes bibliographical references (leaves 248-259).

Thesis (PhD.(Praktiese teologie))-Universiteit van Pretoria, 2007. / Includes bibliographical references (leaves 279-294)

In this era of global mobility, it is increasingly common for individuals to travel beyond their home contexts to live and work. However, adjusting to life and work in an unfamiliar cultural setting can pose challenges due to the differing cultural values, norms and expectations which one might encounter. This thesis focuses on the UAE where, because of the relatively small numbers of UAE nationals, the demographic profile is characterized by the numerical dominance of foreign nationals at almost every occupational level. However, the shaping forces of the indigenous culture remain at the forefront of virtually every aspect of life in that country exerting a strong influence on working practices and expectations. This thesis investigates the experiences of a small group of expatriates recruited to leadership positions in the UAE tertiary sector, specifically it focuses on what challenges they experience in their work in that context and what coping strategies they may employ to help them navigate their new environment. This research was carried out in two tertiary institutions and data were gathered through interviews with seven expatriates new to the context; the views of two Emirati colleagues also contributed to this study. The findings of the study reveal that while tertiary educational institutions in the UAE appear to share structural similarities with western counterparts, local interpretations of organizational roles, structures and processes combine to create organizational cultures unique to that context. The resulting mismatch of expectations between western recruits and their Emirati hosts can sometimes be a source of tensions and misunderstandings. The study additionally found that participants who were able to draw upon attitudes and behaviours associated with the ongoing development of intercultural competence were better equipped to cope with the challenges they encountered in ways which were more beneficial to them in terms of their individual well-being and peace of mind, as well as to their employing institutions. The findings of this study have implications for the way UAE human resources departments organize and conduct not only the recruitment of senior expatriate staff, but also the ongoing orientation and professional support that is offered to them.

Managing teacher retention is important for ensuring that quality teaching and learning take place in schools. Principals play an enormous role in creating conditions that are conducive to educative teaching and learning in the school. If principals can ensure that conditions in the schools are conducive for job satisfaction, then most teachers would not leave the school. Teacher satisfaction ultimately leads to commitment in school work. The main aim of this study was to investigate the influence of leadership and management on teacher retention in the Tweefontein South Circuit schools in the Mpumalanga Province. The assumption was that if teachers are satisfied in their jobs, then they will be retained in the school. Teacher attrition is, in most instances, ascribed to poor working conditions such as work overload, poor interpersonal relations, poor salaries and lack of support from the school management team. Although educators employed in schools acquired the best training at universities or training colleges, they still struggle financially and have a lot of debts. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. Purposive sampling was used to select participants with defining characteristics that make them the holders of the data needed for the study. Data was collected from principals, deputy principals, departmental heads and post level one teachers. The collected data was analysed and a thematic analysis was carried out to generate themes that addressed the study's problem. The responses from participants revealed that the school leadership comprising of the principals, deputy principals and HoDs encounter serious challenges in retaining teachers in schools. Findings revealed that SMTs should support teachers by involving them in decisions that enable teachers to experience job satisfaction. Although all school leaders try to motivate and support teachers not to resign through leadership, the motivation has yielded meagre results. There is absolutely nothing or little that school leadership can do to retain a teacher who resigns in order to access his or her pension fund after experiencing financial difficulties. Recommendations were that the school leadership should involve teachers in making decisions that will ensure teacher job satisfaction and that the department of education should also establish mechanisms in which teachers would be allowed to access part of their pension fund should they experience financial difficulties before reaching the retirement age. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

5 TITLE: Comparison of the terms of management and leadership AUTHOR: Jitka Vlková DEPARTMENT: Education Management Center SUPERVISOR: Mgr. Irena Lhotková, Ph.D. ABSTRACT: The final study deals with the issue of management - in terms of managing an organization, and with the issue of leadership - leading people. The theoretical part will clarify both particular terms: management and leadership in the first place. This part is based mainly on literature. This issue follows from a current problem, which is the fact that directors understand the role of leading people less important than the role of managing organization, or they marginalize this role for lack of time and pay more attention to economic and administrative work. Then, there is a problem to lead a nursery school. 6 Work with people is often disregarded and underestimated in schooling; most of schools is managed too much, and, on the other hand, there is a lack of leadership. This thesis follows results of Věra Fantová's research study from 2004. This research study confirmed that manager activities predominate over pedagogical activities. The study proved that directors are often burdened by frequently changed legislation, they have lack of time for pedagogical leading of school, and united school directors worry about leading people. We all know...

Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 97-108). Also available in print.

The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community. The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development? The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies. The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system vi support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.

Thesis (M.M. (Public and Development Management))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Governance, 2014. / Since the advent of democracy in 1994, government programmes have improved the quality of lives and living standards of the poorest South Africans, the majority of whom were previously disadvantaged by apartheid segregation policies. On face value, racism and prejudice seem to have declined. Thus society seems to be slowly integrating as equals. However, the legacies of apartheid, combined with poor budgetary and financial management skills, a massive backlog in basic services and infrastructure, regional inequalities in the provision thereof, and sometimes tense social relationships, continue to limit opportunities for social and economic development. Additionally, despite progress made, many people remain vulnerable with poverty, unemployment, and health issues remaining a factor that continues to promote dependency on government The ability of government, municipalities in particular, to deliver such services and meet the expectations of the communities remains a contested notion. Capacity, a lack of suitable skills, bureaucracy and outsourcing of government functions to consultants has been widely blamed for what has been viewed as “shabby service delivery” by municipalities. These they believe are as a result of poor leadership skills, lack of vision and an inability to deliver while outsourcing its functions to unqualified, less experienced contractors who do not have the government’s development goals as their aim. The primary purpose of this research therefore is to determine the effects of internal bureaucracy on the provision of services within the City of Johannesburg. The research will further investigate how that impacts negatively on the City’s quest to provide quality services to its residence. These are leadership role, citizen engagement and governance. With reference to the ongoing public protests in various parts of the City, this ii research will in addition explore and attempt to understand how the City intends to address public violence linked to service delivery demands, and the impact that current internal institutional arrangements, leadership challenges and management systems have on realising the vision to achieve a world class African City that is well governed, resilient, sustainable and liveable for all. Recommendations informed by participant’s views and management theories will be also be made.