Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: Barbara Heyl, George Padavil (co-chairs), Linda Lyman, Paul Baker. Includes bibliographical references (leaves 208-215) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 6, 2006. Dissertation Committee: Sally Pancrazio (chair), Ramesh Chaudhari, Larry McNeal, Richard Streedain. Includes bibliographical references (leaves 107-115) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2001. / Part of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 151-154).

School principalship has evolved over the years. The dawn of democracy in South Africa has brought with it a myriad of changes which are demanding to both novice and experienced principal. The study is based on the premise that there are challenges facing school principals within the current democratic milieu. The research study aimed at arriving at an exploration of the demands posed by democracy in schools. The study adopted a Qualitative approach based on an interpretivism paradigm. A lacuna of literature was reviewed to gain insight on the concept: democracy in education. The population of the study is school principals within the Rustenburg Area Project Office structured interviews were used to collect audio – taped data. The data was analysed and collapsed in categories which subsequently themes were indentified. The identified themes with literature reviewed were condensed into findings. The findings had a direct link to literature renewed in previous chapters. Recommendations and suggestions for further research finalised the study. Principals are facing challenges in their leadership roles within a democratic milieu. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

School principalship has evolved over the years. The dawn of democracy in South Africa has brought with it a myriad of changes which are demanding to both novice and experienced principal. The study is based on the premise that there are challenges facing school principals within the current democratic milieu. The research study aimed at arriving at an exploration of the demands posed by democracy in schools. The study adopted a Qualitative approach based on an interpretivism paradigm. A lacuna of literature was reviewed to gain insight on the concept: democracy in education. The population of the study is school principals within the Rustenburg Area Project Office structured interviews were used to collect audio – taped data. The data was analysed and collapsed in categories which subsequently themes were indentified. The identified themes with literature reviewed were condensed into findings. The findings had a direct link to literature renewed in previous chapters. Recommendations and suggestions for further research finalised the study. Principals are facing challenges in their leadership roles within a democratic milieu. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 109-112).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 109-112). Also available in print.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-30T12:51:43Z No. of bitstreams: 1 Luciene Cerqueira.pdf: 839430 bytes, checksum: b423d32a23f793187ec855730cca2645 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T15:02:55Z (GMT) No. of bitstreams: 1 Luciene Cerqueira.pdf: 839430 bytes, checksum: b423d32a23f793187ec855730cca2645 (MD5) / Made available in DSpace on 2013-06-11T15:02:55Z (GMT). No. of bitstreams: 1 Luciene Cerqueira.pdf: 839430 bytes, checksum: b423d32a23f793187ec855730cca2645 (MD5) Previous issue date: 2005 / Essa dissertação estuda a relação entre Liderança e Sucesso Escolar no Ensino Fundamental do Sistema Público de Educação. A pesquisa foi realizada numa escola estadual de grande porte que atende a alunos do Ensino Fundamental (5ª a 8ª Série) até o Ensino Médio, situada na cidade de Conceição do Jacuípe, na Bahia. O período de análise datou dos anos de 2002 à 2004. A metodologia adotada foi à abordagem quali-quantitativa realizada sob a forma de estudo de caso. Para a coleta de dados foram utilizados questionários, roteiros de entrevista, roteiros para realização de grupo focal, levantando a visão das comunidades escolar e local acerca do sucesso ou insucesso da escola e a sua relação com o estilo de liderança exercido pela equipe gestora. Pais, professores, equipe gestora, funcionários, comunidade local, entre outros, constituíram os sujeitos dessa pesquisa. Foram utilizados outros recursos como análise documental e observação do cotidiano da escola que contribuíram bastante para caracterização do estilo de liderança exercido pela equipe gestora, como também para perceber a visão dos vários segmentos da comunidade escolar e local acerca do conceito de sucesso escolar.A análise dos dados coletados indica que, o sucesso é percebido de maneira diferenciada pelas muitas instâncias que compõem a escola, mas existe uma unanimidade em afirmar que a U. E. pesquisada é uma escola de sucesso e que esse fenômeno tem uma forte relação com a liderança exercida pela equipe gestora que a direciona. Mesmo angariando algumas críticas no que concerne ao gerenciamento da esfera relacional da U.E., e de sofrer com indicadores acadêmicos tão ruins quanto os de outras escolas, as comunidades escolar e local afirmaram que fatores como formação acadêmica de professores, aprovação no de alguns alunos no vestibular, organização da área financeira e administrativa da escola são alguns dos indicadores de sucesso da mesma. É possível concluir que, embora ainda precise alcançar níveis maiores de qualidade social, elemento desencadeador de um processo de inclusão, essa escola tende a se fortalecer nas esferas administrativa, pedagógica e relacional a partir de um trabalho que prime pela gestão democrática e participativa. / Salvador